Describe And Evaluate Two Different Assessment Methods Used To Assess The Progress Of Learners
` Students can escape bad teaching but they cannot escape bad assessment` ( Boud, 1995) To fulfil my role as a hairdressing lecturer I am required to use a range of assessment methods. The first assessment activity that I have chosen to describe and evaluate is that of a setting technique. This is where a candidates’ performance is assessed by myself at the Hair Salon In this assignment I will describe and evaluate two different assessment methods used to assess the progress of my learners. Through the identification of these assessment methods, I will analyse their purpose and the role that they play in the learner’s development; and how these are used to identify learner progress, whilst confirming their knowledge and understanding. I will
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explore theories and principles of assessment cover formative and summative assessment; and attempt to critically discuss how equality and diversity impacts on my learners during assessment. Further exploring how this impacts on my own practice and how I can ensure that methods are varied, fair and used according to the diverse range of learners within the course. Assessment is a vital part of teaching that helps to enable learning all the time, and is why integrated into all the practical lessons I deliver. It allows me to promote motivation, focus and the ability to identify student’s needs, as well as providing feedback to students helping them to progress and develop at a suitable pace. The purpose of assessing is to find out if learning is taking place, judge whether a candidate can consistently perform to the standards specified, in the national occupational standards and meet the assessment required. Assessing enables me to check students have gained the required skills and knowledge needed to pass a qualification in my case a vocational qualification Hairdressing. The qualification may be candidate led, assessor-led or a combination of the two. The components used to evaluate the success of the assessment methods are: • Standardisation meeting • Internal and External Verification • Course reviews
The purpose of these are to identify areas for development. Assessment should not be something that is done to somebody. The learner must be involved and feel part of the process. Lesley Thom, Training Standards Council (2001)
Structure: level 2
The qualification comprises of 8 mandatory units to 1 optional unit to achieve full qualifications. Units are divided into learning outcomes describing the skills and knowledge required and the assessment criteria, (performance, knowledge and understanding). For certification the candidate must achieve the criteria and have performed to the agreed standard, and there are elements the candidate must know (range) as they may be assessed orally and with Gola on line examinations. The student will have to carry out practical assessment in a real paying working environment to achieve competent assessment.
As an assessor it is my job to follow the standards in giving:
• Feedback
• Competency
• Non competent
• Tutorials
• Target setting
• Witness testimony (alternative means of collecting evidence)
• Photographic evidence
• On line Gola exam
• Unit sign off There is an appeals procedure which each student is made aware of at the beginning of the course, a signed copy by the student is evident at the front of their own individual log book.
Students can be assessed within their own salon if a qualified assessor is working there. (1.1, 1.2)
The learner should benefit from development of knowledge and intellect. Bloom’s taxonomy – • Cognitive domain - (intellects - knowledge - ‘think ') 1956 • Affective domain - (feeling, emotions - attitude - 'feel ') 1964 • Psychomotor domain - (physical - skills - 'do ') 1967 http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom 's cognitive domain
The awarding body have a clear and unambiguous policy regarding candidate’s rights to a fair and suitable assessment opportunity. As assessor there’s a requirement to follow City & Guilds guide lines, ensuring candidate requirements or special needs are identified at the planning stage.
I ensure the resources produced, are practical and adaptable for the diverse range of learners who access provision. To meet individual needs there is consideration to over lays, classroom support, a scribe, separate invigilator etc. Differentiated assessment is fair and does not discriminate against any learner. My delivery includes a variety of teaching methods to match the different learning styles and level of learners, creating the correct environment that meet the cognitive, physical and emotional needs of candidates at all times.
A student on the day release course was diagnosed with severe dyslexia, identified throughout screening; a diagnostic assessment. For the purpose of this assignment this student will be referred to as Case Study A. This screening method can help identify gaps in knowledge or skills. Students are informed that the screening is not an exam but a technique used to gauge the level of ability within their literacy and numeracy skills. All students are required to undertake this screening at the beginning of any course. The screening is to provide an indication of any support needs or exam provisions to be put in place. To support this student with dyslexia I organise and collaborate with Learning Support, arranging extra support for 1 hour a week to work through assignment and theory work, as she finds it difficult to read and write. I arranged for Case Study A to have their own room when sitting an on line Gola exam, plus an invigilator. It is paramount that each individual student has an equal chance to succeed; therefore the College ensure individuals’ rights regarding equality and diversity are met. (1.1, 1.2) (2.1)
The second assessment and activity I’ve chosen to evaluate on line Test papers, which covers E3 and E4 knowledge assessment requirements. The assessments are available via the Global On-Line Assessment (GOLA) system. Once the candidate is registered there is flexibility to use either GOLA or paper test. These tests are provided to cover knowledge and understanding set by the assessment strategy. Tested through multiple choice questions, the candidate may choose to sit an online exam with an invigilator present.
There are Pros and Cons to both available options of testing, for example;
Pros
1. Online Testing - Quick, multiple choice, easier for the tutor in respect to time and effort, also some students favour this style of testing 2. Test papers - More evidence is required to justify a student’s understanding
Cons
1. Online Testing - Some questions are very similar, creating confusion to students thought process
2.Test papers - Students may have a clear understanding of what the question requires, however may not be able to articulate the exam question response clearly.
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 competence, skills knowledge and understanding needed at a given point towards their programme or qualification. Gravells, A (2011) pg. 7
I am responsible for registering student exams through Unit E, which electronically books. Should candidates require extra exam provision their booking request would advise of the student needs; a reader, extra time, or covered over lay. An E4 test paper is more scientific based which requires further underpinning knowledge, . An E4 test paper is a closed book test so no notes or books can be used and there is a 100% achievement criteria. However once 70% has been achieved the rest can be taken through oral questioning which will be carried out in an appropriate exam environment by the assessor. However an E3 does not have a 70% bench mark allowing the student to achieve below this. If there were concerns regarding a candidates low marks I would immediately arrange a tutorial to discuss any underlying problems. There is a two week turn around for the candidate to allow themselves to revise any of the outstanding questions. If necessary I would devise a plan for the individual candidate to focus on. Sometimes I create mind maps, breaking down key factors to research. To record student achievement a tracking system is updated by the assessor, this is a useful monitoring tool, which the recent External Verifier commented on its importance.
I have developed my own tracking system for student theory exams, it keeps me aware of any absences, retakes and pass rates. I use a simplistic colour coded system filtering on those who have done re-sits and those absent. When candidates fail an E4 exam they can re-sit at a £10.00 cost. After a third failed attempt we would discuss the option of paper based exam. I would break down the questions into terminology they understood. At the beginning of the assessment I’d question the student to give a clear indication on mastery of subject matter. Next, discuss knowledge of dates from previous events, places, i.e. training within the work place. Questioning allows me to have a better understanding that the student has grasped the meaning and terminology. I’d also describe and explain their objectives, and how they shall meet them within the criteria of assessment, this allows me to have a clear indication that the student is also familiar with their log books, and are taking ownership of their own assessments. The observation technique I use would be to discretely observe their practical performance by moving around the room this process should be unobtrusive at all times. I take notes using a RWE plan, by doing this it allows me to assess all the evidence to ensure it meets the relevant units and performance criteria set by City & Guilds within the candidates` log book, confirming the practical observation is valid. (Unit GH11 Setting Hair) I will observe and conduct an analysis on the student to ensure we are seeing patterns with organization skills, orally question on recognition of hidden meaning, identification of components mapping to the unit criteria. I will involve them in the process making the assessment fair making sure they are ready, by assessing their progress when practicing for the assessment over a period of time; verbally explaining what they have to do, providing good comprehension I will involve them throughout the process making the assessment fair. The student then demonstrates their practical skills and works toward competent assessment.
“Skills are a process that has been learned, often as a set part of practised sub-skills”
Palinscar and Brown (1984)
A record of the students’ development will be added to the R.W.E (Realistic Working Environment plan), a valuable document devised by the lecture over 18 years ago. This helps regarding analysing development, progression and overall evaluation of the student. Once the assessment is complete and meets the qualification requirements competently, a review of the candidates log book is required, there needs to be sufficient evidence to cover the performance criteria. I am required to form a judgement as to whether the assessment is authentic, as I observed the assessments this is easy to do. We will work and integrate old ideas to create new ones, discuss and generalize from given facts, (what if?) I will continue to carry out open questions throughout the course, by doing this is it gives me a clear indication of knowledge, understanding and student progression also development, both in Practical and theory session.
Within the NVQ specification it has technical characteristics of the task being attempted; it also includes Health and Safety, materials, equipment and the process of application regarding the work to be carried out within the college salon My main focus when teaching is to use observation. The reason for using this is to ensure my students are correctly applying skills to their practical work. Observation can be applied in small groups or with individuals. The governing bodies prefer the use of observation when assessing as long as all the evidence can be recorded. During the students assessment I will use formative/ summative observation, this allows me to monitor the progress of the students work and allows me to see if they are applying the correct techniques required. (3.1)
Formative assessment helps indicate progression and allows me to review/plan and evaluate what the candidate or myself needs are to help work towards for the future. This is an assessment during the process of learning and teaching. Its value is in the feedback it gives to myself and also the candidate. This may be formal feedback, from an in-class test for example to complete outstanding questions to achieve 100% competency within their theory knowledge, or informal feedback from a question and answer session or practical observation. This is the opportunity to establish a learner’s current standard of the course. Once feedback has been given, I record and complete the assessment plan which would then be filed in the candidate’s portfolio and also my own course folder. (3.2)
Ref: 3.2 In order to meet the needs of the student must have her own room accommodation and a reader is required to assist throughout the examination process. Due to the student learning needs, exceptional circumstances permit a 25% exam time allocation when under taking the theory exams. Prior to my practical session I ensure the salon is equipped and resources are available to the candidates so as not to hinder any assessments. I will cater for any students/ clients’ needs regarding to differentiations within the practical session. Also when a candidate is sitting an exam, in order to meet the needs of the student, I ensure all provision are in place, so they have every opportunity to succeed. This is an example of one of Students who has severe dyslexia and found it difficult to read and write she had good knowledge of the subject: however she found it most difficult to show this by reading and writing. By having these provision put into place this allowed the candidate to progress and pass the exam which gave her an equal opportunity. (3.3)
NVQ required guide lines state that every competent assessment has to have written evidence regarding achieving the assessment within the commercial viable time frame. The method that is required for us to do so is, to have the time frame written down on the consultation sheet, which is used as evidence to achieve competent assessment. On are previous EV visit in June 2013 she expressed how well we recorded and kept track of the candidates activities. We have a tracking system also on line to monitor candidate s competency within their exams and also with their practical skills. The candidates inputs their own practical activities on line this gives them ownership of their own work and allows them to see development and any assessment they need to work towards, this a valuable tool for both the candidate and the assessor. (3.4)
Teachers also need feedback on students understanding to help them improve, and their teaching. Hattie shows that feedback has more impact on the learner than any other general factor: but it requires an activity and a product. Feedback Hattie has made clear that ‘feedback ' includes telling students what they have done well (positive reinforcement), and what they need to do to improve (corrective work, targets etc.), but it also includes clarifying goals. This means that giving students assessment criteria for example would be included in ‘feedback '. This may seem odd, but high quality feedback is always given against explicit criteria, and so these would be included in ‘feedback ' experiments. As well as feedback on the task Hattie believes that students can get feedback on the processes they have used to complete the task, and on their ability to self-regulate their own learning. All these have the capacity to increase achievement. Feedback on the ‘self ' such as ‘well done you are good at this ' is not helpful. The feedback must be informative rather than evaluative. I feel by using RWE system within the practical session it allows me and the candidate to reflect on the previous tasks and enables both myself to work towards target setting that are SMART. I feel we can achieve this by using the system below using RWE Realistic working environment plan. Medals: This is information about what a student has done well, e.g. ‘Your sectioning and tension are good’ or ‘That’s good technique’ written in the margin next to a tutors comment .future training Grades and marks are measurements not medals. Medals are information about what exactly was done well.
•Missions: This is information about what the student needs to improve, correct, or work on. It is best when it is forward looking and positive. e.g. ‘try to apply more firmer techniques’ or ‘use neater sectioning to great a better angle’. Again, measurements such as grades do not usually give this information.
•Clear goals: the medals and missions need to be given in relation to clear goals usually best given in advance. Goals might include assessment criteria such as ‘smooth and secure sectioning’ or ‘demonstrate good Health & Safety at all times, illustrations for the points of view you express’.
Following a practical hair assessment this would be the ideal opportunity for an assessment feedback session to be arranged. This allows me as the tutor to provide information to the learner as to where we could strengthen skills and techniques that where demonstrated. We would do this by carrying out a one to one session, where learners are encouraged to identify and evaluate their own performance. This would then be documented on the RWE.
The greatest effects on the students learning occur when the teacher becomes the learners of their own teaching and when students become their own teachers John Hattie Visible learning (2009 pg34)
Within my group I have devised a practical target setting system that I only use half way through the term; this allows me and the candidates to discuss and to set realistic goals that are SMART. The reason I only apply this target half way through it allows me to evaluate the candidate’s techniques and development over a period of time. Towards the end of the students first year we discuss any outstanding targets if any. I have recently discussed the valuable tool when I was being observed and it demonstrated itself the positive effects it has on the students’ practical session, allowing them also to take ownership and be driven towards succeeding a realistic goal. An example of negotiating is when a student has only reach the 70% bench mark on a E4 Scientific based test paper. The student then can be orally questioned by the assessor to achieve 100% competency. It may also check the decision making process. It could confirm currency and authenticity.
An ‘open book’ assessment refers to a formal examination. It allows examinees to take books and their own notes into the exam room and refer to them during the course of the exam. This is only allowed when a candidate needs to succeed to 100% competency within an E3 test paper Functional skills are applied throughout the two year programme as regarding to Literacy, ICT , Numeracy. Modle is a valuable tool the College have set up for the student to allocated units that are being delivered on the their course, this allows them to access Modle in College or at home, this then enables the student to complete assignment given to them . We can then check for learning via Modle or by printing off any worksheets. This allow me as their tutor to identify their computer skills and if the candidate needs any additional training in order to complete on line test competently I can make provision for this. Literacy skills are embedded at all times throughout the two years, by monitoring the candidates ability to complete record cards accurately, this could have a detrimental effect if this was not correctly filled out or read correctly, ICT book appointment/ record cards, whether online or written. Throughout the practical and theory session the students also have to apply a good level of Numeracy as regards to measurement, angles, and percentages. Functional skills will provide the candidate with knowledge and understanding which will enable them to be more confident and affective in the work place Case Study A agreed to learning support access, which is carried out on a weekly basis to cover elements of the theory lessons – this enables x to remain a part of the group throughout the whole lesson remaining included in all activities. ( 5.1,5.2,5.3.5.4)
“Learners themselves are aware of practitioners’ speaking and listening skills, and, in the Talking Up Numeracy project, offenders interviewed commented:
‘When [the practitioner] goes over it and explains it, she does it in a simple way so that everyone gets it. Some people aren’t as clever as others.”
Department for Education and Skills, Stage 1 pathfinder report: Numeracy speaking and listening, Section 3, DfES, 2006. Accesse23/05/2013
Recently achieving my IQA qualification has enabled me to gain more in-depth knowledge regarding best practices. IQA roles enable me to evaluate the assessor’s expertise and competence; I can then determine whether assessment planning and preparation is adequate. This also allows me to make sure candidates are being fairly assessed and within the centres policies and procedures for equal opportunities and identify any problem areas were assessors may need advice, guidance or development. To ensure the assessment methods we are using are Valid, Sufficient, Authentic and current within the Hairdressing department.
Our department attend Standardisation meetings throughout the term. Different assessors will carry out these meetings to evaluate and analyse that the assessment team are correctly carrying out competent assessment, and are aware of any changes that have been made by the awarding body, also keep them updated. Standardisation meetings are important for cascading change, transparency of updated relevant information and to share good practise.
Every term each lecturer is observed, whilst conducting various types’ assessment during theory or practical lessons. This reinforces that all assessor are Vocational competent within their specific area. Feedback is provided immediately following the observation.
‘Give feedback as soon as you can, better less but earlier, than more but later’.
Good practice in assessing students, University of Plymouth (2009)
As assessor I ensure that all candidates have equal opportunity to succeed, through evaluating the candidates’ theory and practical assessments I am able to acknowledge strengths and weaknesses.
By using Medal and & Mission theories Case Study A has become successful in all elements within the first year of the course. Also having a clear indication of the Candidates Screening results at the beginning of term has allowed for me to put the appropriate provision in place. An important piece of tool I use within my practical session is the RWE plan, allowing both me and the candidates to evaluate and reflect on our sessions. It is a very useful tracking tool good for reviewing the competent assessments.
By being part of the last SSI Inspection, in relation to observation and feedback, I have gained a greater insight and depth of knowledge about the wider concept of assessment and feedback. I will continue to develop my assessment strategies working with all the new information provided through the DTTLS course. Since enrolling onto this teaching program it has enhanced my role and participation to College assessment
activities.
Attending an appraisal meeting once a year with my line manager allows me to evaluate and identify any development needs I may have. I then reflect on my own practice and complete a self-evaluation form focusing the areas I have developed and also any areas I would like to further develop. Through my role as assessor I continue to develop my practical skills by attending workshops, course, and events to keep my knowledge current. I will be observed continuously throughout my practice, this will allow me to reflect on my own assessment practice and evaluate the methods being adopted. By observing lecturers within their area specific i.e. (Observational rounds, SSI) this opportunity provided me with ideas that I could use to develop and strengthen my own assessment practice . Also, it allowed me to reflect on the best practices I was witnessing, further broadened my knowledge and understanding after seeing fellow colleagues using a variety of different assessment techniques and feedback that I could learn from.( 6.1,6.2,6.3)
In conclusion after reviewing the two forms of assessment methods, and the techniques prescribed by City and Guilds, I have formed an understanding in line with the awarding body (City & Guilds).
Through methods and techniques I deliver I am able to analyse, evaluate and ensure competency throughout the assessment criteria. This enables me then to apply differentiation assessments throughout my teaching practice.
Bibliography
Wilson, L.(2009). Practical teaching guide to PTTLS & DTLLS, Carnegie Learning
Petty G (2009) Evidence based Teaching A Practical Approach, pg. 290
Gravells A (2010) Planning and Enabling Learning in the lifelong learning sector pg. 16 Gravells, A (2011) Principles and Practice of Assessment in the lifelong learning sector pg. 7 Davies , S (2010) JISC Effective Assessment in a Digital Age
Torrance, H (2005) City & Guilds, The impact of different modes of assessment on achievement and progress in the learning and skills sector Good practice in assessing students, University of Plymouth (2009)
Website access www.Ocr.org.uk accessed30/05/2013
Department for Education and Skills, Stage 1 pathfinder report: Numeracy speaking and listening, Section 3, DfES, 2006 http://dera.ioe.ac.uk/2333/1/Companion_for_minimum_core.pdf accessed 23/5/2013 http://www.ncca.biz/aistear/pdfs/guidelines_eng/assessment_eng.pdf accessed9/5/2013 http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom 's cognitive domain accessed 21.5.13 www.teacherstoolbox.co.uk/T_effect_sizes.html accessed 25.5.13
explore theories and principles of assessment cover formative and summative assessment; and attempt to critically discuss how equality and diversity impacts on my learners during assessment. Further exploring how this impacts on my own practice and how I can ensure that methods are varied, fair and used according to the diverse range of learners within the course. Assessment is a vital part of teaching that helps to enable learning all the time, and is why integrated into all the practical lessons I deliver. It allows me to promote motivation, focus and the ability to identify student’s needs, as well as providing feedback to students helping them to progress and develop at a suitable pace. The purpose of assessing is to find out if learning is taking place, judge whether a candidate can consistently perform to the standards specified, in the national occupational standards and meet the assessment required. Assessing enables me to check students have gained the required skills and knowledge needed to pass a qualification in my case a vocational qualification Hairdressing. The qualification may be candidate led, assessor-led or a combination of the two. The components used to evaluate the success of the assessment methods are: • Standardisation meeting • Internal and External Verification • Course reviews
The purpose of these are to identify areas for development. Assessment should not be something that is done to somebody. The learner must be involved and feel part of the process. Lesley Thom, Training Standards Council (2001)
Structure: level 2
The qualification comprises of 8 mandatory units to 1 optional unit to achieve full qualifications. Units are divided into learning outcomes describing the skills and knowledge required and the assessment criteria, (performance, knowledge and understanding). For certification the candidate must achieve the criteria and have performed to the agreed standard, and there are elements the candidate must know (range) as they may be assessed orally and with Gola on line examinations. The student will have to carry out practical assessment in a real paying working environment to achieve competent assessment.
As an assessor it is my job to follow the standards in giving:
• Feedback
• Competency
• Non competent
• Tutorials
• Target setting
• Witness testimony (alternative means of collecting evidence)
• Photographic evidence
• On line Gola exam
• Unit sign off There is an appeals procedure which each student is made aware of at the beginning of the course, a signed copy by the student is evident at the front of their own individual log book.
Students can be assessed within their own salon if a qualified assessor is working there. (1.1, 1.2)
The learner should benefit from development of knowledge and intellect. Bloom’s taxonomy – • Cognitive domain - (intellects - knowledge - ‘think ') 1956 • Affective domain - (feeling, emotions - attitude - 'feel ') 1964 • Psychomotor domain - (physical - skills - 'do ') 1967 http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom 's cognitive domain
The awarding body have a clear and unambiguous policy regarding candidate’s rights to a fair and suitable assessment opportunity. As assessor there’s a requirement to follow City & Guilds guide lines, ensuring candidate requirements or special needs are identified at the planning stage.
I ensure the resources produced, are practical and adaptable for the diverse range of learners who access provision. To meet individual needs there is consideration to over lays, classroom support, a scribe, separate invigilator etc. Differentiated assessment is fair and does not discriminate against any learner. My delivery includes a variety of teaching methods to match the different learning styles and level of learners, creating the correct environment that meet the cognitive, physical and emotional needs of candidates at all times.
A student on the day release course was diagnosed with severe dyslexia, identified throughout screening; a diagnostic assessment. For the purpose of this assignment this student will be referred to as Case Study A. This screening method can help identify gaps in knowledge or skills. Students are informed that the screening is not an exam but a technique used to gauge the level of ability within their literacy and numeracy skills. All students are required to undertake this screening at the beginning of any course. The screening is to provide an indication of any support needs or exam provisions to be put in place. To support this student with dyslexia I organise and collaborate with Learning Support, arranging extra support for 1 hour a week to work through assignment and theory work, as she finds it difficult to read and write. I arranged for Case Study A to have their own room when sitting an on line Gola exam, plus an invigilator. It is paramount that each individual student has an equal chance to succeed; therefore the College ensure individuals’ rights regarding equality and diversity are met. (1.1, 1.2) (2.1)
The second assessment and activity I’ve chosen to evaluate on line Test papers, which covers E3 and E4 knowledge assessment requirements. The assessments are available via the Global On-Line Assessment (GOLA) system. Once the candidate is registered there is flexibility to use either GOLA or paper test. These tests are provided to cover knowledge and understanding set by the assessment strategy. Tested through multiple choice questions, the candidate may choose to sit an online exam with an invigilator present.
There are Pros and Cons to both available options of testing, for example;
Pros
1. Online Testing - Quick, multiple choice, easier for the tutor in respect to time and effort, also some students favour this style of testing 2. Test papers - More evidence is required to justify a student’s understanding
Cons
1. Online Testing - Some questions are very similar, creating confusion to students thought process
2.Test papers - Students may have a clear understanding of what the question requires, however may not be able to articulate the exam question response clearly.
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 competence, skills knowledge and understanding needed at a given point towards their programme or qualification. Gravells, A (2011) pg. 7
I am responsible for registering student exams through Unit E, which electronically books. Should candidates require extra exam provision their booking request would advise of the student needs; a reader, extra time, or covered over lay. An E4 test paper is more scientific based which requires further underpinning knowledge, . An E4 test paper is a closed book test so no notes or books can be used and there is a 100% achievement criteria. However once 70% has been achieved the rest can be taken through oral questioning which will be carried out in an appropriate exam environment by the assessor. However an E3 does not have a 70% bench mark allowing the student to achieve below this. If there were concerns regarding a candidates low marks I would immediately arrange a tutorial to discuss any underlying problems. There is a two week turn around for the candidate to allow themselves to revise any of the outstanding questions. If necessary I would devise a plan for the individual candidate to focus on. Sometimes I create mind maps, breaking down key factors to research. To record student achievement a tracking system is updated by the assessor, this is a useful monitoring tool, which the recent External Verifier commented on its importance.
I have developed my own tracking system for student theory exams, it keeps me aware of any absences, retakes and pass rates. I use a simplistic colour coded system filtering on those who have done re-sits and those absent. When candidates fail an E4 exam they can re-sit at a £10.00 cost. After a third failed attempt we would discuss the option of paper based exam. I would break down the questions into terminology they understood. At the beginning of the assessment I’d question the student to give a clear indication on mastery of subject matter. Next, discuss knowledge of dates from previous events, places, i.e. training within the work place. Questioning allows me to have a better understanding that the student has grasped the meaning and terminology. I’d also describe and explain their objectives, and how they shall meet them within the criteria of assessment, this allows me to have a clear indication that the student is also familiar with their log books, and are taking ownership of their own assessments. The observation technique I use would be to discretely observe their practical performance by moving around the room this process should be unobtrusive at all times. I take notes using a RWE plan, by doing this it allows me to assess all the evidence to ensure it meets the relevant units and performance criteria set by City & Guilds within the candidates` log book, confirming the practical observation is valid. (Unit GH11 Setting Hair) I will observe and conduct an analysis on the student to ensure we are seeing patterns with organization skills, orally question on recognition of hidden meaning, identification of components mapping to the unit criteria. I will involve them in the process making the assessment fair making sure they are ready, by assessing their progress when practicing for the assessment over a period of time; verbally explaining what they have to do, providing good comprehension I will involve them throughout the process making the assessment fair. The student then demonstrates their practical skills and works toward competent assessment.
“Skills are a process that has been learned, often as a set part of practised sub-skills”
Palinscar and Brown (1984)
A record of the students’ development will be added to the R.W.E (Realistic Working Environment plan), a valuable document devised by the lecture over 18 years ago. This helps regarding analysing development, progression and overall evaluation of the student. Once the assessment is complete and meets the qualification requirements competently, a review of the candidates log book is required, there needs to be sufficient evidence to cover the performance criteria. I am required to form a judgement as to whether the assessment is authentic, as I observed the assessments this is easy to do. We will work and integrate old ideas to create new ones, discuss and generalize from given facts, (what if?) I will continue to carry out open questions throughout the course, by doing this is it gives me a clear indication of knowledge, understanding and student progression also development, both in Practical and theory session.
Within the NVQ specification it has technical characteristics of the task being attempted; it also includes Health and Safety, materials, equipment and the process of application regarding the work to be carried out within the college salon My main focus when teaching is to use observation. The reason for using this is to ensure my students are correctly applying skills to their practical work. Observation can be applied in small groups or with individuals. The governing bodies prefer the use of observation when assessing as long as all the evidence can be recorded. During the students assessment I will use formative/ summative observation, this allows me to monitor the progress of the students work and allows me to see if they are applying the correct techniques required. (3.1)
Formative assessment helps indicate progression and allows me to review/plan and evaluate what the candidate or myself needs are to help work towards for the future. This is an assessment during the process of learning and teaching. Its value is in the feedback it gives to myself and also the candidate. This may be formal feedback, from an in-class test for example to complete outstanding questions to achieve 100% competency within their theory knowledge, or informal feedback from a question and answer session or practical observation. This is the opportunity to establish a learner’s current standard of the course. Once feedback has been given, I record and complete the assessment plan which would then be filed in the candidate’s portfolio and also my own course folder. (3.2)
Ref: 3.2 In order to meet the needs of the student must have her own room accommodation and a reader is required to assist throughout the examination process. Due to the student learning needs, exceptional circumstances permit a 25% exam time allocation when under taking the theory exams. Prior to my practical session I ensure the salon is equipped and resources are available to the candidates so as not to hinder any assessments. I will cater for any students/ clients’ needs regarding to differentiations within the practical session. Also when a candidate is sitting an exam, in order to meet the needs of the student, I ensure all provision are in place, so they have every opportunity to succeed. This is an example of one of Students who has severe dyslexia and found it difficult to read and write she had good knowledge of the subject: however she found it most difficult to show this by reading and writing. By having these provision put into place this allowed the candidate to progress and pass the exam which gave her an equal opportunity. (3.3)
NVQ required guide lines state that every competent assessment has to have written evidence regarding achieving the assessment within the commercial viable time frame. The method that is required for us to do so is, to have the time frame written down on the consultation sheet, which is used as evidence to achieve competent assessment. On are previous EV visit in June 2013 she expressed how well we recorded and kept track of the candidates activities. We have a tracking system also on line to monitor candidate s competency within their exams and also with their practical skills. The candidates inputs their own practical activities on line this gives them ownership of their own work and allows them to see development and any assessment they need to work towards, this a valuable tool for both the candidate and the assessor. (3.4)
Teachers also need feedback on students understanding to help them improve, and their teaching. Hattie shows that feedback has more impact on the learner than any other general factor: but it requires an activity and a product. Feedback Hattie has made clear that ‘feedback ' includes telling students what they have done well (positive reinforcement), and what they need to do to improve (corrective work, targets etc.), but it also includes clarifying goals. This means that giving students assessment criteria for example would be included in ‘feedback '. This may seem odd, but high quality feedback is always given against explicit criteria, and so these would be included in ‘feedback ' experiments. As well as feedback on the task Hattie believes that students can get feedback on the processes they have used to complete the task, and on their ability to self-regulate their own learning. All these have the capacity to increase achievement. Feedback on the ‘self ' such as ‘well done you are good at this ' is not helpful. The feedback must be informative rather than evaluative. I feel by using RWE system within the practical session it allows me and the candidate to reflect on the previous tasks and enables both myself to work towards target setting that are SMART. I feel we can achieve this by using the system below using RWE Realistic working environment plan. Medals: This is information about what a student has done well, e.g. ‘Your sectioning and tension are good’ or ‘That’s good technique’ written in the margin next to a tutors comment .future training Grades and marks are measurements not medals. Medals are information about what exactly was done well.
•Missions: This is information about what the student needs to improve, correct, or work on. It is best when it is forward looking and positive. e.g. ‘try to apply more firmer techniques’ or ‘use neater sectioning to great a better angle’. Again, measurements such as grades do not usually give this information.
•Clear goals: the medals and missions need to be given in relation to clear goals usually best given in advance. Goals might include assessment criteria such as ‘smooth and secure sectioning’ or ‘demonstrate good Health & Safety at all times, illustrations for the points of view you express’.
Following a practical hair assessment this would be the ideal opportunity for an assessment feedback session to be arranged. This allows me as the tutor to provide information to the learner as to where we could strengthen skills and techniques that where demonstrated. We would do this by carrying out a one to one session, where learners are encouraged to identify and evaluate their own performance. This would then be documented on the RWE.
The greatest effects on the students learning occur when the teacher becomes the learners of their own teaching and when students become their own teachers John Hattie Visible learning (2009 pg34)
Within my group I have devised a practical target setting system that I only use half way through the term; this allows me and the candidates to discuss and to set realistic goals that are SMART. The reason I only apply this target half way through it allows me to evaluate the candidate’s techniques and development over a period of time. Towards the end of the students first year we discuss any outstanding targets if any. I have recently discussed the valuable tool when I was being observed and it demonstrated itself the positive effects it has on the students’ practical session, allowing them also to take ownership and be driven towards succeeding a realistic goal. An example of negotiating is when a student has only reach the 70% bench mark on a E4 Scientific based test paper. The student then can be orally questioned by the assessor to achieve 100% competency. It may also check the decision making process. It could confirm currency and authenticity.
An ‘open book’ assessment refers to a formal examination. It allows examinees to take books and their own notes into the exam room and refer to them during the course of the exam. This is only allowed when a candidate needs to succeed to 100% competency within an E3 test paper Functional skills are applied throughout the two year programme as regarding to Literacy, ICT , Numeracy. Modle is a valuable tool the College have set up for the student to allocated units that are being delivered on the their course, this allows them to access Modle in College or at home, this then enables the student to complete assignment given to them . We can then check for learning via Modle or by printing off any worksheets. This allow me as their tutor to identify their computer skills and if the candidate needs any additional training in order to complete on line test competently I can make provision for this. Literacy skills are embedded at all times throughout the two years, by monitoring the candidates ability to complete record cards accurately, this could have a detrimental effect if this was not correctly filled out or read correctly, ICT book appointment/ record cards, whether online or written. Throughout the practical and theory session the students also have to apply a good level of Numeracy as regards to measurement, angles, and percentages. Functional skills will provide the candidate with knowledge and understanding which will enable them to be more confident and affective in the work place Case Study A agreed to learning support access, which is carried out on a weekly basis to cover elements of the theory lessons – this enables x to remain a part of the group throughout the whole lesson remaining included in all activities. ( 5.1,5.2,5.3.5.4)
“Learners themselves are aware of practitioners’ speaking and listening skills, and, in the Talking Up Numeracy project, offenders interviewed commented:
‘When [the practitioner] goes over it and explains it, she does it in a simple way so that everyone gets it. Some people aren’t as clever as others.”
Department for Education and Skills, Stage 1 pathfinder report: Numeracy speaking and listening, Section 3, DfES, 2006. Accesse23/05/2013
Recently achieving my IQA qualification has enabled me to gain more in-depth knowledge regarding best practices. IQA roles enable me to evaluate the assessor’s expertise and competence; I can then determine whether assessment planning and preparation is adequate. This also allows me to make sure candidates are being fairly assessed and within the centres policies and procedures for equal opportunities and identify any problem areas were assessors may need advice, guidance or development. To ensure the assessment methods we are using are Valid, Sufficient, Authentic and current within the Hairdressing department.
Our department attend Standardisation meetings throughout the term. Different assessors will carry out these meetings to evaluate and analyse that the assessment team are correctly carrying out competent assessment, and are aware of any changes that have been made by the awarding body, also keep them updated. Standardisation meetings are important for cascading change, transparency of updated relevant information and to share good practise.
Every term each lecturer is observed, whilst conducting various types’ assessment during theory or practical lessons. This reinforces that all assessor are Vocational competent within their specific area. Feedback is provided immediately following the observation.
‘Give feedback as soon as you can, better less but earlier, than more but later’.
Good practice in assessing students, University of Plymouth (2009)
As assessor I ensure that all candidates have equal opportunity to succeed, through evaluating the candidates’ theory and practical assessments I am able to acknowledge strengths and weaknesses.
By using Medal and & Mission theories Case Study A has become successful in all elements within the first year of the course. Also having a clear indication of the Candidates Screening results at the beginning of term has allowed for me to put the appropriate provision in place. An important piece of tool I use within my practical session is the RWE plan, allowing both me and the candidates to evaluate and reflect on our sessions. It is a very useful tracking tool good for reviewing the competent assessments.
By being part of the last SSI Inspection, in relation to observation and feedback, I have gained a greater insight and depth of knowledge about the wider concept of assessment and feedback. I will continue to develop my assessment strategies working with all the new information provided through the DTTLS course. Since enrolling onto this teaching program it has enhanced my role and participation to College assessment
activities.
Attending an appraisal meeting once a year with my line manager allows me to evaluate and identify any development needs I may have. I then reflect on my own practice and complete a self-evaluation form focusing the areas I have developed and also any areas I would like to further develop. Through my role as assessor I continue to develop my practical skills by attending workshops, course, and events to keep my knowledge current. I will be observed continuously throughout my practice, this will allow me to reflect on my own assessment practice and evaluate the methods being adopted. By observing lecturers within their area specific i.e. (Observational rounds, SSI) this opportunity provided me with ideas that I could use to develop and strengthen my own assessment practice . Also, it allowed me to reflect on the best practices I was witnessing, further broadened my knowledge and understanding after seeing fellow colleagues using a variety of different assessment techniques and feedback that I could learn from.( 6.1,6.2,6.3)
In conclusion after reviewing the two forms of assessment methods, and the techniques prescribed by City and Guilds, I have formed an understanding in line with the awarding body (City & Guilds).
Through methods and techniques I deliver I am able to analyse, evaluate and ensure competency throughout the assessment criteria. This enables me then to apply differentiation assessments throughout my teaching practice.
Bibliography
Wilson, L.(2009). Practical teaching guide to PTTLS & DTLLS, Carnegie Learning
Petty G (2009) Evidence based Teaching A Practical Approach, pg. 290
Gravells A (2010) Planning and Enabling Learning in the lifelong learning sector pg. 16 Gravells, A (2011) Principles and Practice of Assessment in the lifelong learning sector pg. 7 Davies , S (2010) JISC Effective Assessment in a Digital Age
Torrance, H (2005) City & Guilds, The impact of different modes of assessment on achievement and progress in the learning and skills sector Good practice in assessing students, University of Plymouth (2009)
Website access www.Ocr.org.uk accessed30/05/2013
Department for Education and Skills, Stage 1 pathfinder report: Numeracy speaking and listening, Section 3, DfES, 2006 http://dera.ioe.ac.uk/2333/1/Companion_for_minimum_core.pdf accessed 23/5/2013 http://www.ncca.biz/aistear/pdfs/guidelines_eng/assessment_eng.pdf accessed9/5/2013 http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom 's cognitive domain accessed 21.5.13 www.teacherstoolbox.co.uk/T_effect_sizes.html accessed 25.5.13