Ptlls_Task7

Course Title: Preparing to Teach in the Lifelong Learning sector Student Id: 40078878 Student Name: Tony Baker Task 7 Review a range of different assessment methods available and explain the ones you would use for your subject area. Evaluate the use of assessment methods in different contexts, including reference to initial assessment. Justify the types of assessment records you would complete and why. Suggested word count: 400-600 words. ‘Assessment is a way of finding out if learning has taken place’ (Gravells, 2009, p75) ‘Assessment is the process of finding out about the nature and quality of the students learning’ (Minton, 2002, p197) In order to do this it is first necessary to establish the learner’s current level of understanding which can then be used as a baseline to judge how well subsequent teaching improves on the baseline. To do this an initial or diagnostic assessment is carried out. This might also be useful in establishing whether a candidate is suitable for the course or learning program that they wish to undertake. Once this baseline line has been established, it is then important that ongoing assessment is carried out throughout the course, to ensure that learners understanding of the subject is improving over the baseline and is reaching the established aims of the individual sessions of the scheme of work. It will also provide the teacher and student with feedback on any areas where they might need additional help with. This is referred to as formative assessment. Once a scheme of work or sometimes a session has been completed, the teacher is likely to use a method of summative assessment to establish an overall measure of how well the individual learner has improved their understanding of that particular topic or scheme of work. Independent assessment is another option where someone who has not been involved with your learners carries out the assessment. ‘This ensures a quality check for the course/qualification you are assessing’ (Gravells, 2009, p76) For each assessment type there are a number of different assessment methods available for each of the assessment types. Initial or Diagnostic Assessment During the initial or diagnostic assessment when it is necessary to establish a baseline the various methods available might be a formal interview or more informal question and answer session depending on the level of learning. The lower the level of learning the less stringent and the more informal the method of assessment is likely to be. For example to be accepted on to a course that is teaching basic computer skills, it would not be necessary to require the learners to sit a formal test or interview. It is more likely to be the case that the course tutor would have an informal interview with the learner to establish the level of understanding they currently have, the reasons they have for wanting to do the course, and what outcomes they expect to achieve. A written record of this information could then be kept for the initial or diagnostic assessment. If the course being run was a PhD course then it is far more likely that a formal interview would take place, evidence of formal qualifications would be required, and perhaps independent tests would be carried out. If the course is a practical one, then it is likely that the initial assessment is likely to be a practical assessment of the learner’s current skills. Formative or Ongoing Assessment Once the initial/diagnostic assessment has been established, then suitable methods of formative or ongoing assessment will need to be decided on. These are likely to be things like question and answer sessions at the beginning of a session to check learner’s retention of knowledge from previous sessions. Question and answer sessions provide a fairly quick (if learners don’t go off at a tangent) adaptable method of assessing so long as the teacher ensures that all learners are included. A written question and answer session will provide more control, but will require more preparation and will not provide such immediate feedback or more directed attention to learners who might be struggling. Simple observation of learners is often enough to establish who is attentive, and interested, which learners participate more in group discussions. Observation will allow the teacher to encourage the more reticent learners to build their confidence and understanding of the subject. It will also give the teacher the opportunity to perhaps provide more balance to the behaviours of the students that they are observing. More obvious methods of formative assessment would be formal testing using either written or multiple choice type tests, or the setting of assignments. These methods are going to be more time consuming to prepare. The written tests and assignments will provide better feedback to both student and teacher, but will also take longer to mark. The multiple choice type exams will provide faster more immediate feedback, but does not provide the student with the opportunity to expand or show their fuller understanding of the topic. Summative Assessment The most usual method of summative assessment is the combination of exam and assignments (written or practical). Exams by themselves only give the student one opportunity to show how much they have learnt and for this reason can cause a lot of stress and anxiety which in turn leads poor performance in the exam and as a result will not give a true reflection of what has been learnt. Assignments on the other hand provide the student with lots of opportunity to research the subject further and achieve a greater understanding but will provide a measure of how well that information has been retained. Assessment Records I am teaching people that are new to IT, computers and the internet, and who have perhaps not used a computer before. Due to the fact that I am teaching in a very informal environment and the people who are coming to me are often very unsure about subject, my initial assessment method is a very informal chat, I will try to establish what their interests are outside of the subject are and then suggests ways the IT or computing can help to develop those interests. I will then fill out an engagement form that records some very basic details of their interests and level of experience with IT and computers. The form will not be completed in front of them; because I don’t want them to feel under any pressure or that there is any expectation for them to perform to a certain standard. Formative assessment is carried out through observation and informal question and answer sessions and the engagement form is updated with their progress. Progress is also recorded more formally through the online practical sessions and tests. The summative assessment is recorded with certificates of completion for the individual modules and the overall course. References GRAVELLS, A.(2009) Preparing to Teach in the Life Long Learning Sector 3rd ed. Exeter: Learning Matters Ltd MINTON, D.(2002) Teaching Skills in Further and Adult Education 2nd ed. London:Thompson