Module 2 Dtlls
Angela Samuda
Modules 2
Select an assessment cycle from a course on which you teach. Using appropriate assessment terminology and relevant theories, evaluate the assessment cycle in terms of:- * The overall purpose and type of assessment processes used of the assessment method * The appropriateness and effectiveness the assessment methods * How assessment is recorded and used to promote learning * How inclusively is maintained within the cycle
Evaluate the effectiveness of the process to determine whether it is fit for purpose. Explain your reasoning and justify any improvements that you would make. Include a copy of the Scheme of Work that identifies the assessment cycle and a sample of assessment materials as appendices.
There as been many debates around the benefits of assessment in teaching and how effective the methods are used to bring about a successful learning outcomes. However, what is clear that teachers need to ensure their learners have achieved their learning goals. It would be used to give a concept of what our understanding of assessment.
Assessment has different functions within a learner development according to Geoff who states that ‘assessment can grade the attainment of learners, help to select candidates for jobs or future course, contribute to evidence on the effectiveness of the course and teachers and provide a long term goals for learners. However, this process applied mainly at the end of the course or summative which sum up the learners achievements.’ (2009, p479)
As a tutor delivering two City and Guild awards level 2 and 3 in Youth Work Practice, the duration of the course is 18 months, covering knowledge and work base competence which consist of mandatory and optional units. The process of assessment cycle began with initial or placement assessments which aim to find out the suitability of the candidate for this course.
For example, the initial assessment should recognize any specific training
Modules 2
Select an assessment cycle from a course on which you teach. Using appropriate assessment terminology and relevant theories, evaluate the assessment cycle in terms of:- * The overall purpose and type of assessment processes used of the assessment method * The appropriateness and effectiveness the assessment methods * How assessment is recorded and used to promote learning * How inclusively is maintained within the cycle
Evaluate the effectiveness of the process to determine whether it is fit for purpose. Explain your reasoning and justify any improvements that you would make. Include a copy of the Scheme of Work that identifies the assessment cycle and a sample of assessment materials as appendices.
There as been many debates around the benefits of assessment in teaching and how effective the methods are used to bring about a successful learning outcomes. However, what is clear that teachers need to ensure their learners have achieved their learning goals. It would be used to give a concept of what our understanding of assessment.
Assessment has different functions within a learner development according to Geoff who states that ‘assessment can grade the attainment of learners, help to select candidates for jobs or future course, contribute to evidence on the effectiveness of the course and teachers and provide a long term goals for learners. However, this process applied mainly at the end of the course or summative which sum up the learners achievements.’ (2009, p479)
As a tutor delivering two City and Guild awards level 2 and 3 in Youth Work Practice, the duration of the course is 18 months, covering knowledge and work base competence which consist of mandatory and optional units. The process of assessment cycle began with initial or placement assessments which aim to find out the suitability of the candidate for this course.
For example, the initial assessment should recognize any specific training
References: Brown, D.H. (2001). Teaching by Principles. An Interactive Approach to Language Pedagagy. 2nd edn. New York: Longman. Cox, A. & Harper, H. (2009) Planning teaching and assessing learning: a reading: London. Greenwich University Press Evershed, J. & Roper, J. (2010) Teaching information Technology 14+. Maidenhead. Open University Press. Francis, M. & Gould, J. (2009) Achieving Your PTLLS Awards: A Practical Guide to successful Teaching in lifelong learning sector. London. SAGE Publications Inc. Gravells, A. (2009) Principles and Practice of assessment in lifelong learning sector. Exeter: Learning Matters. Petty, G. (2009). Teaching Today: A Practical Guide. 4th edn. Cheltenham: Nelson Thornes LTD. Race,P.(2005)The Art of Assessing. Available at http://www.londonmet.ac.uk/deliberations/assessment/art-of-assessing.cfm. Assessed 27th May 2013. Sutter,J. (2009). ‘Planning and Assessment: reflection, evaluation and the learning cycle’, Teaching Adult ESOL, Principle and Practice. 1st edn. Maidenhead: OUP. Wallace, S. (2007) Achieving QTLS, teaching , tutoring and training in Lifelong learning Sector. 3rd ed. Exeter: Learning Matters. www. learningandteachinginto/teaching/assessment_ portfolio.htm. Assessed 29th May 2013.