Dttls

Level 4 theory assessment Question 6 & 7 Justify the need for keeping records and describe the types of records you would maintain, Review a range of different assessment methods available and explain the ones you would use in your subject area. Keeping records is a very important reflexive tool for both teachers and learners in the education environment with all establishments having to fall within the Data Protection Act 1998 and abiding by them. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against which to view learning objectives. It also reflexes one of the key roles as any teacher or organisation should carry out accordingly. It’s also good for auditing purposes should OFSTED for example carry out any kind of inspection at the establishment. There are different types of records that the establishment would like to keep throughout the organisation. Some departments will concentrate on how the school performs externally or others may look at their marketing ways and try to encourage students to enrol in a certain course or college. Others may focus on their own establishment and keep records of inspections or any Health and Safety records that may need to be kept and updated accordingly. During long or intense courses, records indicate whether pupils have learnt what has been taught and whether they are making sufficient progress during the course. It also identifies who may need help with any tuition or who may be ready for more extensive work. This is useful to both teacher and student by knowing what is expected from them both. Also, whether teachers need to refine any aspects of their teaching by assessing successes or shortcomings where the teaching needs to be strengthened. Initial tests taken on the first day of a course gives an idea of where students may fall behind with certain elements of the course. Some intense courses may require mid-course interviews or carryout a mid-course assessment. These are useful tools to identifying specific instructional needs or it could point to students’ dissatisfaction with the teaching style, which could be addressed by reassessing the teaching methods used in order to promote more inclusive practices. Ongoing assessments on a course form a record of how pupils are grasping the lessons objectives and provide valuable feedback for both students and teacher alike. Monitoring student achievements, skills, abilities through ongoing assessments confirm the teaching practice that is in place is correct. Assessments also enable identification of any special needs that require more attention through setting targets for improvements in order to progress more effectively within the course. Here, at my place of work we conduct ice breakers and these are used as an informal assessment on the Defence Instructional Techniques (DIT) course which includes giving a presentation in a classroom environment. It could determine if the person has the potential qualities of an instructor or that the person may need some guidance during the course. This gives the instructors a predicted assessment of the student and what, if any, actions may need to be carried out by the student during the course. The overall concept of carrying out formal or informal assessments in our place of work is the validity of the assessment which could, for example, cover the guidance for line managers and their practices that they carry out on a daily basis. With this, the overall manager can make his own formal assessment and place line managers in a grading system and see where his subordinates lie in their strengths and weaknesses. The disadvantage of this assessment is that the overall judgement is made from him alone and how he perceives his line managers and their performances throughout their career. Being the Head Coach of the British Army Ice Hockey team and also assistant coach for the GB Sledge Hockey Team, we have selection assessments where individuals must carry out various skills in puck handling or skating drills. The advantage of this assessment is that we can observe his skating ability throughout the training session. Along with this, we also carry out player evaluations, where the coaching staff assesses the individual’s capability on and off the ice. The advantage of this assessment is that the coaching staff have an accurate assessment from the player whether on or ice the ice and his true motivational, physically and mentally aspirations within himself and the team. Should there be a certain number of players competing for a certain position within the team, this allows all the information to be passed on the Manager, who then ascertains who has the necessary skills and desires to fulfil that position. -------------------------------------------- [ 1 ]. http://www.legislation.org.uk/ [ 2 ]. http://www.ofsted.gov.uk/inspection-reports [ 3 ]. Teaching, training & learning by Ian Reece/Stephen Walker p 395 [ 4 ]. See attached course programme [ 5 ]. See attached player evaluation pack