Record_Keeping

On any learning programme a tutor is required to assess candidates learning and keep a range of records. Review and evaluate a range of different assessment methods available for a tutor to use throughout the teaching/ training cycle and explain the ones you would use in the context of your subject area. Justify the types of records you would keep for assessment and in the wider context of your teaching. Record keeping is an essential element without which it would be impossible to ascertain many important factors integral to the teaching and learning process. Broadly speaking, there are three main reasons for keeping records. Firstly, for Health and Safety reasons. Secondly, for teaching purposes, so the teacher knows what the student has done and can track their progress. Thirdly, for auditing and quality standards, which may mean the organization may need to satisfy external agencies who may have financial and quality interests (Watts 2008: online). Many of the records mentioned above are required by law to be kept complete and organised, often for a number of years after the pupils or teachers involvement. For example; accident books or records must be kept for 3 years after the last entry, wage or salary records for a minimum of 6 years, and some Health and Safety Assessments are recommended to be kept permanently. Access to personnel records and the Data Protection Act 1998 (DPA) is another important factor. Almost all records now come under the Act, and it is the main piece of legislation that governs and defines UK law on the processing of data. The Act applies to most personnel records, whether held in paper, computer or other formats. To understand and justify the type of records we need to keep it is helpful to look at the learner’s journey over the course. The learner would normally join a course after being recommended by an outside agency such as Connexions, JobCentrePlus, etc. or seeing some sort of marketing material. Here the justification is so the college/ training company may focus their strategies to the more successful funding sources. First, the learner would normally attend an interview and complete the initial enrolment forms, and provide required and necessary legal and funding evidence such as identification, referral letters, health and financial funding forms, previous certificates, previous learning support, reports from other agencies, etc. At this stage, it is important to gain an overall outline of the learner's motivations for attending the course, future goals and any percieved strengths, barriers and weaknessess. The course structure is usually outlined, as are any next steps for progression. Next, the learner will usually attend an induction programme where any further Information and Guidance forms and Learner Agreements so the learners understand clearly both what is expected of them, and what they can expect from the organisation, along with the disciplinary and complaints procedures. Initial assessments are carried out to see at what level(s) the learners are at. If there is a need to give more support, then it can be addressed at this stage, as well as running parallel to the course. Diagnostic assessments and Learning Styles Assessments are also be carried out to map the learners' strengths and weaknesses and highlight any skills gaps further, so that the tutor can be aware of and plan to the learner's needs. The outcome of these are usually the foundation on which the learner's Individual Learning Plan (ILP) developed. This sets out the plan to learn, the resources required and the lesson timetable: "(They) form a 'route map' of how a learner will get from their starting point on a learning journey to the desired end point. They may be for one course and include the acquisition of qualifications and skills, or may link several courses that give progression to different levels . . . They should be individual for each learner to reflect aspirations, aptitude and needs.2" Now the learner enters their learning phase, teaching records such Schemes of Work and Lesson plans and evalutions play an important part. They are guidelines that defines the structure and content of a course, mapping out clearly how resources, and class activities and assessment strategies are used to ensure that the learning aims and objectives of the course are met successfully. They can be shared with students so that they have an overview of their course, and other teachers as an aid to better practice3. Learner Progress Reviews are naturally imortant for the learner and training provider, but also for any (current or prospective) employers, too. They must be planned for, structured and purposeful, as they are more than just a friendly chat. Therefore, careful records of the planning, comments and feedback as well as future actions are crucial to chart and analyse the learner's progress. Naturally, there is a wide amount of documentation regarding exam and assessments, , coursework, feedback, certificates End of course documentation, Progression Plan