Pttls,_Level_4,_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. There is a vast amount of methods available to assess levels of understanding and the ability within a class. Assessment begins using the student’s application and during interview when mental, educational and personality can be checked against a criteria to ensure that their goals and objectives can be reasonably met by the course they wish to enroll on. After this stage a more formal method of assessment can and maybe used to identify what level of education each student is at. These assessments indicate entry behaviour and knowledge and should be used to identify any learning needs or requirements. This information should inform the teacher of what adjustments might be needed. Formal assessment identifies knowledge or skills at that point and is used to give feedback to move them further along in the learning process. This feedback should be constructive, increasing self awareness, offering options and encouraging development. It is best to first draw attention specific positive skills that the student may have which will make it more likely that your constructive criticism will be listened to. Criticism must suggest what they can do to improve their knowledge and understanding. The feedback should always end on a positive note. Most assessment methods can be done while the student is on a course. Methods include:  Ice Breakers  Individual Learning Plan  Question& answer Group work (including Brainstorming, snowballing, presentations, practical tasks, role play, games and discussion)  Practicals  Assignments  Case studies (including spoof assessing)  Reflective journal  Diagrams  Essays  Individual presentations  Projects  Research  Tests With regards to my own teaching subject I would begin formative assessment with a basic numeracy and literacy test to explore whether the students are going to be able to cope with the level of knowledge and understanding required to complete NVQ level 3. Within the classroom I would then use an Ice Breaker, this not only allows the group to get to know each other, but also identifies participants existing knowledge or skills and gives further indications of preferred learning styles. With my teaching subject, it would be impossible to teach the course without obsevations, reflective accounts and written questions. The course consists of 35 obsevations and 11 written units. These type of assessments give a good variety for both the tutor and the student to gain knowledge and experience of what the students skill's and competencies are. They are needed not just to prove capablility but to build up and portfollio of work. All teaching sessions would be supported by handouts given at the start of the session. Regular feedback is given through out the course and is used to show progression of knowledge and understanding though out the portfollio. I will also use professional discussions as an assessment method. This type of assessment in my teaching subject is generally used at the end of the course to cover any gaps which may not have been covered in the knowledge and understanding criteria. Methods of assessments and their purpose. 1. Supervised practical tasks to assess the application of theory and safety knowledge. 2. Research, using the web and Literature, of equipment photographic history and of critical theory, to test computer and research skills. 3. Assignments, both written and pictoral to test research skills and the understanding of the topics objectives, given as worksheets to be completed at home. 4. Group discussion, to test verbal skills by explaining or defending (photographic) work, peer assess, self assess. 5. Group work, to test functional verbal, organisational and team skills, preparing and presenting posters sharing knowledge of the subject to other groups in the class (peer teaching) using snowballing or brainstorming as a starting point. 6. Role Play, to simulate real life situations and check for best use of equipment and functional people skills 7. Case Studies, using pictures with flaws or iconic pictures to find if students know why they are considered so, again in groups or Q&A. 8. Quizzes, word searches, mix and match, used to reinforce discussed topics and self or peer assessed against set criteria. 9. Projects, which can be made up of smaller assignments drawn together by a broader theme and could go on to be exhibited or taken as part of the students final portfolio. 10. Tests, to check the progress of a student’s level of understanding and functional skills regarding the taking of tests. Davis, J. 2008. “Assessment methods” Walker, W. 2009. “Understanding assessment methods” (Place of publication and name of publisher is unknown) Word count 764.