Words: 1894
The purpose of assessment falls into 5 main categories. Initial, (at the beginning) diagnostic (example: testing for existing knowledge), formative, (ongoing) summarize (at the end) and passive (self). Gravels states, Assessment is a regular process: it might not always be formalized, but you will be observing what your learners are doing, asking them questions, and reviewing their progress. So why do we actually assess learners?
Gravels (2012) argues that “It enables you, the assessor, to ascertain if you the learner has gained the required skills ND knowledge needed at a given point towards a course or qualification”. Further reasons to asses are that assessment can highlight weakness and highlight strengths, it is also an excellent piece of feedback for both students and teachers which can be used for a review also. The first assessment that should take place should be an initial assessment. This will ensure that the learner is on the right course.
Gravels (2012) states that if you place the learner on a course qualification they may not achieve, it is placing them at a distinct disadvantage. Completing an initial assessment goes however also have positive aspect, if the learner shows a lack of knowledge in a specific area the teacher would be able to plan for specific need and make arrangements for future learning, therefore promoting equal opportunities by allowing a range to different ability learners to complete the program.
CAD (2012) describes an initial assessment as “Initial assessment of each newly arrived pupil’s learning helps teachers consider the pupil’s specific needs and plan opportunities that will help remove any barriers to learning they might have”. Formative assessments are always ongoing throughout a course, it will roved opportunities to adapt learning to the students needs, it will also highlight any weakness that may need to be addressed, thus improving learning. In a care job this may be done by supervisions, watching how people work.
Guidance and support should be given on any areas they are no so good at. Constructive feed back in many opinions are best to use. Just like a driving test many fail first time yet more than 95% of those who attempt eventually pass. (Petty 1 998) Summarize assessments sums up what a candidate can do, a summarize assessment usually leads to a pass or fail situation. However, an NV is scribed as a “competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that a candidate is competent in the area of work the NV framework represents. CAD (2012). A disadvantage of this type off assessment is that an NV is a qualification you should not fail you are given time to pass and are allowed to practice and make mistakes this may imply that failure is k, and that you can just to start again but in care a job should be done first time and no mistakes should be made, this would be an ideal world but after all we are human and mistakes re made. That is where an NV has its advantages it allows you to make mistakes and try again and by doing this you are constantly learning and you become more competent in what is to be done.
For effective learning to take place it is important to involve the learner in the assessment process. Initially this could be done by sharing and clarifying the assessment process with the learner ensuring they understand what the assessment criteria is and how they can meet that criteria. After the assessment it is important to give the learner useful feedback that they can fleet on and actions that they could take for further assessments. Gravels states “All Learners need to know how they are progressing and what they have achieved.
F-dieback will encourage and motivate them”. Giving Feedback is an essential part of the assessment cycle, feedback shows and encourages both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behavior and actions. Scales (2008) states “The willingness of learners and teachers to give and receive feedback is at the heart of formative assessment’. The feedback sandwich is a well trusted and standard model of delivering feed back.
The trainer should first ask learners for self assessment followed by trainers positive recognition Of achievements and strengths on top. Feedback should be neither too extensive nor brief and if there are many areas of change a learner need to address, a maximum of only 3 should be given initially, so the learner is not overwhelmed. Feedback being a two way process should be delivered in a positive manner, be it verbally, written or electronically. Its delivery should be descriptive, instructive and targeted specifically at the learners areas of development in order to motivate them.
Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Questions must be asked thought or as learning is ongoing to ensure there is an understanding. Peer and self assessment are a great way of involving learners as it allows them to give constructive feedback. Self and peer assessments are always ongoing. Looking at gaps and what else needs doing. Improving own knowledge and looking at difficulties. Discuss with others who can support you to over come things.
Encourage sharing of knowledge and Information. Self-assessment plays an important part in enhanced learning as by making the learner think about their own strengths and weaknesses it enables them to highlight those areas of skill or knowledge on which they need to work. Learners can also be used as a learning resource explaining something to another student for example or by giving peer feedback, by getting the learner to take on the teacher’s role it makes them think about their own knowledge and how to get that knowledge across thereby promoting self- assessment.
Peer assessment really helps the rapport of the group as they are working together by giving constructive criticism and points for development. Peer and self-assessment, where students assess each other and themselves, can encourage students to take greater responsibility for their learning, for example, by encouraging engagement with assessment criteria and reflection of their own performance and that of their peers. Through this, students can learn from their previous mistakes, identify their strengths and weaknesses ND learn to target their learning accordingly.
Getting students to become more active in their learning in this way can help to alter the perception of learning as being a passive process whereby students listen to you and absorb the information in order to regurgitate during a subsequent assignment. If students are participants rather than ‘spectators’, they are more likely to engage with their learning. For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
Students must feel comfortable and trust one another in order to provide honest and constructive feedback. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback. Assessment methods vary greatly and each have their own strengths and weaknesses.
A test or questioning would be two good initial assessments as they can be used to gauge how much prior knowledge a learner has. They could also be used as formative assessments comparing the answers to the earner’s earlier answers to measure how far they have progressed. Limitations of tests and questioning can be some people can crumble at tests. Know it all but cannot get it down onto paper also may find it difficult to explain. Tests may cause anxiety and cause people to feel pressured. May only allow for specific answers without chance to expand.
Tests and certain types of questioning may not be suitable due to barriers. Lack of confidence or even ability to read can affect the person. Other support may be needed to allow them to complete the task. An observation makes for a good formative or summarize assessment as it ivies the learner the opportunity to demonstrate the skills and or knowledge they have gained, the drawback of an observation however is that the natural behavior of anything being observed is likely to be altered by the observation.
Assignments are another method of assessment, again they give the opportunity for the learner to demonstrate knowledge and can be used either as a formative or summarize assessment. However they can be very intimidating if the learner struggles with putting concepts into words. Historically exams were used as a means of summarize assessment, when regained correctly an exam is difficult to cheat and a good way to measure knowledge, the drawback however is that not everyone is suited to sitting exams.
Nerves, environmental factors even the quality of sleep the night before could all affect the results. Another useful assessment tool is the learning journal (can be formative and summarize) used in part by the author. This informative method can be used by either learners or trainers. It reinforces learning points by listing, promotes creative thinking by asking learners/trainers to compile a tool kit of materials or ideas. It also allows reflection on learning and empowers learners to express any concerns they may have or what personal development needs they may aspire too.
Limitations can include not having correct information to begin with, information must be needs to be factual and concise. Not everything can be documented/recorded. One of the major disadvantages of journals, logs and portfolios is the difficulty some students experience, through lack of familiarity and practice, with writing reflectively. The superficial accounts of events that can result from this have little educational alee – for either the assessor or the assessed student.
Record keeping is the documentation of information imparted in regards of codes of conduct, over time they are the evidence of what the learner has achieved and will also show what other knowledge needs to be provided. Records are usually kept on paper files and/or electronically; Good, accurate records are important for teachers, learners, verifiers, training providers, and inspectors and for employers as they can keep a track on the individual’s development and progress as well as in the teachers/college performance ND professionalism in delivering the subject.
Additionally, it is a legal requirement to keep accurate and up to date records on learners as it serves as a clear channel for external, as well as internal, audits; providing accurate and up to date records is to prove and account for the training/lesson effectiveness and the progress of learners or even special needs for other learners. An example is records of course/ lesson attendance will show up gaps in knowledge. Records should identify if further action is required and, if so, a record of the action should be completed. Assessment forms will operate in a similar way.