Review_a_Range_of_Different_Assessment_Methods_Available_and_Explain_the_Ones_You_Would_Use_for_Youe_Subject_Area

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 references to initial assessment. Justify the types of assessment records you would complete and explain why. This assignment will show different methods of assessment methods available and relevant to my teaching practice. Also evaluate the assessments methods in different contexts. Assessment is a means obtaining information, which would allow me to make judgments about a learner’s progress. It also can also measure the success of learning as well as teaching. Assessment is a reflective tool designed to inform me if the learner has the ability, capability, knowledge and understanding within my subject area (Hairdressing). Gravels A 2008 quotes “Assessment is a way of finding out if learning has taken place. It enables you, the assessor, to ascertain if your learner has gained the required skills and knowledge needed at a given point towards a course or qualification” (Page 75). Within the training facility I teach at, there are several teachers who liaise with each other to ascertain a learner’s progress. I also liaise with the learner’s employers to give them feed back on the learner’s capabilities or their progression with their course work as to whether they will achieve or what action is to be taken. Assessment can have different benchmarks against other learner’s. Norm-referenced assessment is one example used. Minton D 2005 comments “A learner’s achievement is measured by testing against the standard normally achieved by a candidate at the level in that kind of test.” (Page 275) This form of assessment pass marks can be set at different levels. Whereas Criterion-referenced assessment is measured against a standard, this form of assessment is used in hairdressing using the HABIA standards. All the criteria have to be met to achieve a pass mark. As Curzon L (2005) explains “This type of test compares a student against a standard, rather than against other students” (Page 38) The advantages to this objective assessment can be ‘clear cut- right or wrong’, disadvantages possible ‘cheating’. Initial assessment is an indication of the learner’s current ability to perform and achieve at the given level. For hairdressing National vocational Qualification (NVQ) level 2 for example, the three key functional skills needed (literacy, numeracy and ITC) assessment would take place early as the courses commences. As a teacher I need to know if they understand and can comply with the assessment criteria. If their initial assessment indicates they cannot, sensitivity remains paramount. Additional support may be necessary for me to arrange. Or I would encourage them to take a step back to a lower/ more appropriate level to help them achieve. A Formative assessment is undertaken to indicate the progress and to highlight strengths and areas needed for improvement. Petty G 2009 says ” Formative assessment is informative feedback to learners while they are still learning the topic. This information must be used by the learner to improve.” (Page 480) During lessons clear goals are set. I may ask questions to see if they understand the tasks of the assessment criteria. The learners appreciate an informative view of their work on how well they are progressing. I would be looking for how they determined their method of thought process, giving positive feedback with the view of improving and asking them how they think they can do this. Sometimes negotiation is necessary at times to motivate the learner to progress. Summative Assessment is the final assessment when a final judgment is made about the learner’s work. It can be a make or break ie in exams / end tests (pass or fail) but NVQ ‘s are set up to allow for up to 4 summative assessments to support achievements. To support assessment decisions, evidence is collected. For Practical sessions I would observe the student documenting their efforts. It is not always possible for me to observe, so indirect observation is carried out for example; witness testimonies, personal statements and professional discussions with other teachers are acceptable. Disadvantages can arise such as authenticity of work. I advise the learners to make use of cameras to support evidence. The learners self assess by using their log books within the workplace to achieve there practical goals. Learners are encouraged to be honest and not inflate their findings. Petty G 2009 comments “This may mislead readers of the profile into believing the assessment was more objective than it really was” (Page 497). The advantages of indirect observation allow the learners to progress with their practical assessment without the need of my presence. For Theory sessions, underpinning knowledge is tested by the criteria shown in work packs. Learners use their work packs to enable them to complete assignments and projects. Oral discussions are held and I would ask mandatory questions. This demonstrates the learner is achieving or not. When I’m assessing, I would use assessing forms provided. Log books are recorded by signing and dating. There are Problems and benefits with each of these. This could be the interaction or lack of, of the learner. Identifying this at this stage of learning is useful to me as I can put an action into place. When making a judgment of the assessment I’m to question whether the testing was ‘valid’ and ‘reliable’. At this stage of my learning I would present a list of questions to show my mentor for their opinion. Daines J (at el) 2006 reminds us, “Assess your students’ progress and achievements continuously so that you –and they-can identify how they are doing and what they are to do next” (Page 178). The assessment methods I use are related to the aims and objectives of the course. Regular documentation using the above systems in place will show strengths and weaknesses and how to overcome them. It will develop the learners and giving encouraging and recognition for their achievements. Biblog Gravels A 2008 preparing to teach in the Lifelong Sector. 3rd ed Published by Learning Matters ltd. Exeter ex1 1nx Minton D 2005 teaching skills. 3rd ed Macmillian Press ltd Curzon L 2005 Teaching in F.E an Outline of principles and practice. Cassel, London Petty g 2009 Teaching Today 4th ed Nelson Thornes ltd delta place CL53 7 TH Daines et al Adult Learning Adult Teaching 4th ed Ashley drake publishing ltd po box 733 CF147ZY