Ptlls_Unit_7

PREPARING TO TEACH IN LIFELONG LEARNING (7307 PTLLS) DATE: 28/04/2008 ASSIGNMENT 7: Revue a range of different assessment methods 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. ‘a) Examination (derived from examinare = to weigh accurately) b) Assessment (derived from asseoir = to set, settle) involving collecting, measuring and interoperating information from students’(Cuzon, L. B. 2004 Ch.29). Without some kind of assessment then you will find it difficult to measure whether learning has taken place or not. The reasons for assessing is to find out if some one is capable of doing a course at a particular level or to see if they are ready to go on to the next level due to the higher level of work required. ‘It is a way of knowing if a student has gain the required skills and knowledge required at a given point towards a course, qualification or training needs’ (Gravells, A. 2007 Ch.6). There are a number of assessment methods used and used in different contexts. Different types of courses require different types of assessments. * Initial/ Diagnostic Assessment; this is usually done at the start, before someone is about to undertake a course or qualification. As you need to know what they know already about the chosen subject to learn. This then gives you an idea of what level you can place them at. Basically an evaluation of the person’s strengths and weaknesses, knowledge and skills. * Independent Assessment; This is an objective view by some one who is from outside the organisation (Independent governing body), who comes into the course (usually towards the end) and makes a decision on the students achievement. * Formative Assessment; On my sports courses this is one that is used as it is on-going and allows the student to improve will I can monitor and observe them in practical’s on a regular basis. Allowing regular feedback on what they need to improve on. ‘The purpose is to provide a continuous process which charts achievements and identifies areas for development and indicates next steps for both the teacher and learner’ (Huddleston, P. and Unwin, L. 2002 p.143). * Summative Assessment; Usually done at the end of the course of learning. Students will then know if they have passed or failed in their bid to gain the qualification or referred to re-do part of the course. * Observation; This allows the tutor to see if the student can perform a certain skill that has already been demonstrated or taught. This also allows me to step in if the student is making any mistakes. * Questions (Written / Oral); Used to see if a student has gained the understanding and assess their knowledge of a chosen subject. You may need to rephrase questions as some students can be put off by the way a question is being asked. I know I use to be. Simple explanations and clarity for a simple response and answer. This area would also cover written reports, assignments, projects, portfolios and tests as well as oral questioning with regards to past experience and achievements. * Log Books/ Learning journals; Useful way of seeing if a student has transferred the theory into practice. This will also give you a chance to assess their writing skills. * Competence based Assessment; Designed to test a person’s competence in doing a job or role. This could include making a product, drawing or painting or even planning and organising an event. The skill’s required to fulfil the role. * Practical; Allowing you to see if the student can put the theory based learning into actual practice. Possibly by doing role play and demonstrations. In my sports courses I use a range of assessment methods that include; on-going observation while tutoring the units on the course. This allows me to see what the students are like within a group setting but also how they work on their own. Are they reaching the targets set for the practicals' I also use written and oral assessments. This is done through the students keeping a log book which contains some set questions and guidelines related to each unit on the CSLA Course. During each session I will ask the students questions related to the task or activity so they can give me a critical answer of what and why they are doing a particular thing. Students are assessed on their practicals and assessed at the end of the course by an External verifier. Who will assess if the student has taken all the learning and theory of the course and deliver it in a practical session. With regards to Quality Assurance and Standardisation, I use the assessment documents from British Sports Trust- which gives the criteria’s for assessments. And I have an Internal verifier- to check that I am running the course to the correctly and can give me any advice if they think I am not doing what I should be doing in terms of the quality of the course and it’s evidence such as registers, monitoring information and course outlines. BIBLIOGRAPHY: Gravells, A. (2007) Preparing to Teach in the Lifelong Learning Sector, 2nd Edition, Learning Matters, Exeter. Huddleston, P. and Unwin, L. (2002) Teaching and Learning in Further Education, 2nd Edition, RoutledgeFalmer, New York. Cuzon, L. B. (2004) Teaching in Further Education, 6th Edition, Continuum, London. Cityandguilds.com