Ptlls_Unit_012

Unit 012, Ptlls. Assignment 3. There are three types of assessment which can be used in many different styles, the first being initial assessment. We gather information regarding the student, this can be evidence of previous learning, an initial test to determine the present level, or by interview questioning or contact with the student. This helps us build an assessment picture to begin working with. The second being a formative assessment. As the learning is forming, it is helpful to monitor how much learning is taking place, so an ongoing assessment can help with this. The student can be involved in this to inform them of progress. This can also help us understand if the teaching methods are effective and the aim of the teaching is being met. Learners additional needs can also be identified during these two assessments which can then be supported as necessary. Thirdly, a summative assessment, which is the end product of the assessment. This can be for instance, a final exam or assessment of the learning experience. An example of this could also be a portfolio of work carried out during the course or an assessment of practical skills. As teachers, we need to discern which one is the most suitable for the learner and the learning outcomes. Students need to be motivated when learning, and when involved in the assessment process, it helps to have some responsibility in the learning process. Sometimes we have to assess for compliance reasons, and especially in this instance, it is essential the learner is involved in the process and the reasons behind why we must assess. Learners will be encouraged to see progress and when they begin to identify when things are not going right it shows they are following the process. Feedback to learners is an excellent way to keep abreast of situation, either written or verbal . Self assessment is valuable for the learner to look at regular intervals and is more sustainable than peer assessment. The feedback to the learner must take into account their own view of self and be specific and focused, finishing by being positive. Butler (1988) informs us ‘ Feedback using constructive comments lead to improved performance – up by 33%. Marking using grades can have a negative effect on learner performance, particularly for low achievers.’ By giving the learner SMART target setting, it is far more clear and structured what needs to be done. This is set out with the structure of being ‘specific’ in what needs to be done, ‘measureable’ to show that learning has happened. ‘Achievable’ to match the ability of the learner, ‘relevant’ to understand how it applies to them and ‘timebound’ to have an end target. (Gravells 2012). Peer assessment has a positive place in the assessment process. For instance, presentation to the group with feedback can support and encourage the learner. This will not only develop the presenter, but also the peers who are assessing as it will help improve their understanding of the course content. There is also research which does challenge the value of peer assessment. Topping (1998, p. 267) concludes that “peer assessment seems equally likely to contribute to or not contribute to the assessee’s final official grade.” There was also no evidence of a relationship between students’ capacity to mark their peers and their own performance on an assessment task (Bloxham and West, 2004) raising questions about the validity and reliability of the process. In my field of work in teaching moving and handling, we sometimes only meet students once. When introducing new staff to these skills, we use self assessment working toward a summative assessment. The learner will observe the skill whilst learning the reasoning behind why it is used and the equipment involved. They will begin to use formative assessment as they begin to participate. We work in small groups to enable us to give feedback and find ways to link the practical aspects to the role they will be undertaking when beginning work to make it relevant. We also encourage the learners to experience the practical task in role-play to gain a better understanding. At the end of the session, the learner should have an understanding of the tasks and be able to practically demonstrate the skill. Word Count 728   References: Bloxham, S. & West, A. 2004, Understanding the Rules of the Game: Marking Peer Assessment as a Medium for Developing Students’ Conceptions of Assessment, Assessment & Evaluation in Higher Education, 29, 6, 721-733 Butler R (1988) ‘Enhancing and undermining intrinsic motivation: effects of task-involving and ego-involving evaluation on interest and performance.’ British Journal of Educational Psychology 56 (51-63) Gravells A (2012:159-161) Preparing to Teach in the Lifelong Learning Sector London Learning Matters Topping, K. 1998, Peer Assessment Between Students in Colleges and Universities, Review of Educational Research, 68, 3, 249-276