Ptlls Assignment 4
Preparing to Teach in the Lifelong Learning Sector
Assignment 4
Principles and Practices of Assessment
Assessment is a way of identifying if learning has taken place, and enables the teacher to identify if the learner has gained the required skills and knowledge. If following training session you do not plan to carry out any assessments you will not be able to gauge whether the learner has learnt anything.
There are various methods of assessment that can be adopted, which will measure the learners understanding and knowledge of a subject being taught. The type of assessments to be used will depend on whether the subject is being internally or externally assessed –
Internal Assessments:
These assessments are usually set and …show more content…
marked by you or your organisation. The assessment will follow set criteria, and are developed by following legislation, best practice, manufacturer’s guidance and instructions.
External Assessments:
These assessments are usually set and marked by an awarding body, but in some instances may be marked by someone within the organisation. These assessments may be in the form of a formal exam or an assessment by and external person or someone within the organisation who has been accredited to mark or score the assessment.
Good assessment planning is vital to ensure you have identified the most appropriate method of assessment for the session being delivered and the learners who are attending.
What an assessor must ensure:
• The process is open and transparent
• Learners are assessed in a way conducive to their learning styles.
• Timelines and opportunities are equal for everyone.
• The same criteria are set for all.
• If there is any conflict of interest an alternative assessor is used.
What an assessor must not do is:
• Set different criteria for learners.
• Show favouritism.
• Offer assistance during the assessment.
When setting assessments they must be:
• Valid – the assessment must be appropriate to the subject, up to date, and relevant to the assessment criteria.
• Authentic / Accessible – they have to be original and produced solely by the learner (cross referenced to ensure), easily accessed by the learner and verifiers.
• Current / Consistent – up to date, set criteria or agreed process which standard across the board.
Usually assessments will follow the process known as “the assessment cycle”. However this will depend on the subject being assessed, whether it is academic or vocational. If implemented the assessment cycle, this should continue until the all aspects of learning have been achieved by the learners. The stages of “the assessment cycle” are as follows:
The Initial Assessment – ascertaining have any previous knowledge or experience in the subject.
Also the learning styles of those who will be attending the course.
Assessment Planning – agreeing with the learner’s suitable types and methods of assessment, and setting appropriate target dates. Where applicable involving others such as, colleagues, other assessors.
Assessment Activity – these are the methods used, which are assessor led for example - observations, or questioning. Or student led for example – gathering evidence, or completing assignments.
Assessment Decision and Feedback – making the judgement of success or not, and giving constructive feedback to agree any further action that may be necessary.
Review of Progress – the assessment plan can be reviewed at anytime and updated until the learner completes the program or qualification, these reviews should take place on a regular basis so the program can be amended to best suit the learners needs.
There are various different types of assessment methods or techniques that can be adopted, which includes: -
• Observations – Observing and assessing the learners perform in a practical or work environment. The assessor can observe if the learner’s knowledge skill and competency is current and valid. It allows the assessor to assess several different aspects at one …show more content…
time.
• Products – These are formal tests carried out under set conditions, which assess an outcome rather than that of performance.
• Professional Discussions – This method is good for assessing more complex tasks that are harder to observe, and a good way of confirming knowledge.
• Questioning the Learner - Enable the assessor to gauge the understanding or knowledge of the learner, and can test the learners thinking or reasoning.
• Witness Testimonials - The witness statement is provided by someone who knows the learner and is suitably qualified to confirm competency or achievement through observation. This is providing they are familiar with the assessment criteria.
• Learners Personal Statement - The learner provides a reflection of what they have done and how they have met or are working towards meeting the set criteria.
• Recognised Prior Learning - This involves looking at the learner’s current knowledge to identify what they have already achieved. There is then no need for students to duplicate work or to be re-assessed.
• Simulation - Learners can act out real life situations to prove knowledge and competency prior to having to deal with the situation for real.
Feedback:
It is important to review progress on a regular basis, by giving feedback to the learner and also receiving feedback from the learner, as to any problems or issues they may be having. Feedback should be constructive and inform the learner has been achieved or what they need to improve on. Where issues or problems are identified it may be possible to change or tailor the program in order to address these problems. Enabling the learner or learners to achieve the required outcomes. Feedback session should be documented to prove that the discussion has taken place. The following points are why feedback is important:
• It reflects on performance.
• Gives purpose to the deliverer
• Provides motivation
• Identifies how to improve
• Assists with development
• Identifies trends to assist with change
• Enable two way communications
• When structured and documented provides and auditable trail
Assessment Records:
There is a statutory requirement under the Heath and Safety at Work etc Act 1974 to ensure that all employees receive suitable and sufficient information, instruction and training for the tasks they undertake as part of their employment. It is also a requirement that this is recorded. This is to prove what training has been provided by the organisation and when, also how it relates to the employees role. This is done by identifying the required training for a role through a training need analysis and then setting up a training matrix for the individual roles within the organisation. Recording the training also enable the organisation to monitor that the training is up to date, and when re-training is required.
Assignment 4
Principles and Practices of Assessment
Assessment is a way of identifying if learning has taken place, and enables the teacher to identify if the learner has gained the required skills and knowledge. If following training session you do not plan to carry out any assessments you will not be able to gauge whether the learner has learnt anything.
There are various methods of assessment that can be adopted, which will measure the learners understanding and knowledge of a subject being taught. The type of assessments to be used will depend on whether the subject is being internally or externally assessed –
Internal Assessments:
These assessments are usually set and …show more content…
marked by you or your organisation. The assessment will follow set criteria, and are developed by following legislation, best practice, manufacturer’s guidance and instructions.
External Assessments:
These assessments are usually set and marked by an awarding body, but in some instances may be marked by someone within the organisation. These assessments may be in the form of a formal exam or an assessment by and external person or someone within the organisation who has been accredited to mark or score the assessment.
Good assessment planning is vital to ensure you have identified the most appropriate method of assessment for the session being delivered and the learners who are attending.
What an assessor must ensure:
• The process is open and transparent
• Learners are assessed in a way conducive to their learning styles.
• Timelines and opportunities are equal for everyone.
• The same criteria are set for all.
• If there is any conflict of interest an alternative assessor is used.
What an assessor must not do is:
• Set different criteria for learners.
• Show favouritism.
• Offer assistance during the assessment.
When setting assessments they must be:
• Valid – the assessment must be appropriate to the subject, up to date, and relevant to the assessment criteria.
• Authentic / Accessible – they have to be original and produced solely by the learner (cross referenced to ensure), easily accessed by the learner and verifiers.
• Current / Consistent – up to date, set criteria or agreed process which standard across the board.
Usually assessments will follow the process known as “the assessment cycle”. However this will depend on the subject being assessed, whether it is academic or vocational. If implemented the assessment cycle, this should continue until the all aspects of learning have been achieved by the learners. The stages of “the assessment cycle” are as follows:
The Initial Assessment – ascertaining have any previous knowledge or experience in the subject.
Also the learning styles of those who will be attending the course.
Assessment Planning – agreeing with the learner’s suitable types and methods of assessment, and setting appropriate target dates. Where applicable involving others such as, colleagues, other assessors.
Assessment Activity – these are the methods used, which are assessor led for example - observations, or questioning. Or student led for example – gathering evidence, or completing assignments.
Assessment Decision and Feedback – making the judgement of success or not, and giving constructive feedback to agree any further action that may be necessary.
Review of Progress – the assessment plan can be reviewed at anytime and updated until the learner completes the program or qualification, these reviews should take place on a regular basis so the program can be amended to best suit the learners needs.
There are various different types of assessment methods or techniques that can be adopted, which includes: -
• Observations – Observing and assessing the learners perform in a practical or work environment. The assessor can observe if the learner’s knowledge skill and competency is current and valid. It allows the assessor to assess several different aspects at one …show more content…
time.
• Products – These are formal tests carried out under set conditions, which assess an outcome rather than that of performance.
• Professional Discussions – This method is good for assessing more complex tasks that are harder to observe, and a good way of confirming knowledge.
• Questioning the Learner - Enable the assessor to gauge the understanding or knowledge of the learner, and can test the learners thinking or reasoning.
• Witness Testimonials - The witness statement is provided by someone who knows the learner and is suitably qualified to confirm competency or achievement through observation. This is providing they are familiar with the assessment criteria.
• Learners Personal Statement - The learner provides a reflection of what they have done and how they have met or are working towards meeting the set criteria.
• Recognised Prior Learning - This involves looking at the learner’s current knowledge to identify what they have already achieved. There is then no need for students to duplicate work or to be re-assessed.
• Simulation - Learners can act out real life situations to prove knowledge and competency prior to having to deal with the situation for real.
Feedback:
It is important to review progress on a regular basis, by giving feedback to the learner and also receiving feedback from the learner, as to any problems or issues they may be having. Feedback should be constructive and inform the learner has been achieved or what they need to improve on. Where issues or problems are identified it may be possible to change or tailor the program in order to address these problems. Enabling the learner or learners to achieve the required outcomes. Feedback session should be documented to prove that the discussion has taken place. The following points are why feedback is important:
• It reflects on performance.
• Gives purpose to the deliverer
• Provides motivation
• Identifies how to improve
• Assists with development
• Identifies trends to assist with change
• Enable two way communications
• When structured and documented provides and auditable trail
Assessment Records:
There is a statutory requirement under the Heath and Safety at Work etc Act 1974 to ensure that all employees receive suitable and sufficient information, instruction and training for the tasks they undertake as part of their employment. It is also a requirement that this is recorded. This is to prove what training has been provided by the organisation and when, also how it relates to the employees role. This is done by identifying the required training for a role through a training need analysis and then setting up a training matrix for the individual roles within the organisation. Recording the training also enable the organisation to monitor that the training is up to date, and when re-training is required.