Unit 3: Enabling Learning and Assessment
City and Guilds, DTLLS, 7305, Level 4
Assignment Unit 3:
Enabling Learning and Assessment
Karen Dennison, 295607
May 2011
There are many reasons why students are assessed and this first section summarises some of the key benefits to students, institutions and teachers as suggested by Race et al (2005). In order to gain qualifications or complete a course, students will be required to prove their competence, knowledge or exposition of a skill, usually through the use of assessments to demonstrate that learning has taken place. Students may find assessment useful as it provides information regarding their progress, or identify areas for further development. Comparisons can be made against other students and this can help to give students a sense of how they are getting on compared to their peers. Although assessment may be motivating to some students who are progressing well it may also be demoralising for students who are struggling, or become a block to learning for others who are anxious about the assessment process. Therefore it is important that assessment is appropriate to the course and level of student and differs according to the psychomotor, cognitive and affective learning domains and this will be discussed in detail later in this essay (Race et al 2005).
From the institution and teacher perspective assessment can provide statistical information to monitor the overall performance of the college and indeed individual teachers. Providing information on the number of students who pass or fail courses, in particular the percentage of students who pass. This can be useful to recruit potential students if results are positive as it may demonstrate quality and excellence. Information following assessment can be useful to identify areas of strength and weakness within course materials, teaching or the organisation. Teachers also benefit from assessment as it can provide a tool to ensure students are directed to the right course or identify
Assignment Unit 3:
Enabling Learning and Assessment
Karen Dennison, 295607
May 2011
There are many reasons why students are assessed and this first section summarises some of the key benefits to students, institutions and teachers as suggested by Race et al (2005). In order to gain qualifications or complete a course, students will be required to prove their competence, knowledge or exposition of a skill, usually through the use of assessments to demonstrate that learning has taken place. Students may find assessment useful as it provides information regarding their progress, or identify areas for further development. Comparisons can be made against other students and this can help to give students a sense of how they are getting on compared to their peers. Although assessment may be motivating to some students who are progressing well it may also be demoralising for students who are struggling, or become a block to learning for others who are anxious about the assessment process. Therefore it is important that assessment is appropriate to the course and level of student and differs according to the psychomotor, cognitive and affective learning domains and this will be discussed in detail later in this essay (Race et al 2005).
From the institution and teacher perspective assessment can provide statistical information to monitor the overall performance of the college and indeed individual teachers. Providing information on the number of students who pass or fail courses, in particular the percentage of students who pass. This can be useful to recruit potential students if results are positive as it may demonstrate quality and excellence. Information following assessment can be useful to identify areas of strength and weakness within course materials, teaching or the organisation. Teachers also benefit from assessment as it can provide a tool to ensure students are directed to the right course or identify
References: Boud, D., (1964) ‘Enhancing learning through self assessment’, London, Kogan Page. Gravels, A., ‘Principle and practice in assessment’ Kolb, D., (1984) ‘Experiential learning: experience as a source of learning and development’ Englewood Cliffs, NJ, Prentice-Hall. Petty, G., (1998) ‘A practical guide; teaching today’ 2nd eds, London, Nelson Thornes. Race, P., Broan, S., and Smith, B., (2005) ‘500 tips on assessment’ 2nd eds, Oxon, Routeledge Rogers, A., and Horrocks, N., (2010) ‘Teaching adults’ 4th eds, Berkshire, Open University Press. Wilson, L., (2009) ‘Practical teaching A guide to PTLLS & DTLLS’ Hampshire, Delmar Cengage Learning. Websites: Atherton J S (2011) Teaching and Learning; The Problem of Assessment [On-line: UK] retrieved 2 May 2011 from http://www.learningandteaching.info/teaching/assess_problem.htm Qualifications and Curriculum Authority (2009) ‘Review of teacher assessment: evidence of what works best and issues for development’, On-line: retrieved 2nd May 2011 from; http://orderline.qcda.gov.uk/gempdf/1445907461/OUCEA_-_Review_of_teacher_assessment_March09.pdf