Initial Assessment
• initial assessment in identifying learner needs:
Reference question: Describe ways you could, or do, initially assess your learners. Reflect on what the strengths and pitfalls of these methods might be.
For an initial assessment, I would incorporate a questionnaire and self-assessment task. With the use of questionnaire, I can easily collect the information needed from the learner including the learning support, expectations and the like. On the other hand, questions might misinterpreted by the learners (unclear and open-ended questions) that would led to a failure in the learning process.
Self-assessment task will boost the motivation of the learners and encourage them to participate to the discussion. Also, it will be a good practice to them to do a ‘self-reflection’. On the other hand, the output from this assessment can possibly unreliable in the event that the learner feels ill equipped to carry out the assessment.
• formative assessment in tracking learner progress:
Reference question: Describe ways you could, or do, formatively assess your learners. Reflect on how you can make sure formative feedback is effective for all your learners.
Formative assessment can be in the form of: observation, goal setting and learner’s record keeping.
Observation can be categorise as a formative assessment simply because you can gather evidences of their learning through instructional task. Example, the learners are doing a task and you need to walk around in the class to check their progress; someone can ask question with regards to the task or ask some clarification. In that manner, you can give a direct formative feedback and this can be recorded.
Goal setting can also be use as a form of assessment; with this method we can involve our learners in setting up criteria or goals that they need to achieve at the end of the course. I will involve my learners in establishing a clear expectation to the course. With that, they will have enough
Reference question: Describe ways you could, or do, initially assess your learners. Reflect on what the strengths and pitfalls of these methods might be.
For an initial assessment, I would incorporate a questionnaire and self-assessment task. With the use of questionnaire, I can easily collect the information needed from the learner including the learning support, expectations and the like. On the other hand, questions might misinterpreted by the learners (unclear and open-ended questions) that would led to a failure in the learning process.
Self-assessment task will boost the motivation of the learners and encourage them to participate to the discussion. Also, it will be a good practice to them to do a ‘self-reflection’. On the other hand, the output from this assessment can possibly unreliable in the event that the learner feels ill equipped to carry out the assessment.
• formative assessment in tracking learner progress:
Reference question: Describe ways you could, or do, formatively assess your learners. Reflect on how you can make sure formative feedback is effective for all your learners.
Formative assessment can be in the form of: observation, goal setting and learner’s record keeping.
Observation can be categorise as a formative assessment simply because you can gather evidences of their learning through instructional task. Example, the learners are doing a task and you need to walk around in the class to check their progress; someone can ask question with regards to the task or ask some clarification. In that manner, you can give a direct formative feedback and this can be recorded.
Goal setting can also be use as a form of assessment; with this method we can involve our learners in setting up criteria or goals that they need to achieve at the end of the course. I will involve my learners in establishing a clear expectation to the course. With that, they will have enough