Unit 5 Assessing Learners In Lifelong Learning
CERTIFICATE IN TEACHING IN THE LIFELONG LEARNING SECTOR (CTLLS)
Unit 5 : Assessing Learners in Lifelong Learning
Contents
1.3 Assess how questioning and feedback contributes to the assessment process Page.2 2.1: Review the assessment requirements and related procedures of learning programmes Page.3
2.2: Carry out and record assessments to meet internal and external processes and Page.5 requirements (Appendix A)
3.1: Review ways in which minimum core element can be demonstrated in assessing Page.6 learners in lifelong learning
Learning Outcome 1: Be able to use types and methods of assessment to meet the needs …show more content…
It is important throughout each stage of the process, from the initial and diagnostic stage, whereby individual goals and targets are established and negotiated with my learners , right through the formative/ summative assessment, feedback and evaluation stages, whereby various questioning techniques and methods both formal (set against a criteria) and informal (opinion based) are used to obtain evidence in order to judge whether sufficient learning has taken place and that crieria and /or standards has been …show more content…
The provision of effective feedback within the assessment process is essential, to ensure successful learner development, by helping learners to identify what they have done well or what they may need to do to improve performance to meet the required standard. The process of providing feedback also creates an opportunity for both the learner and the teacher to negoatiate goals and to action plan in order to meet the requirements of future assessments. It is therefore important that feedback is given at an appropriate place and time, whereby the learner is ready to receive it (ie. In a one to one situation in a suitable room), and when it is not too late to be of use or relevance to the learner.
The quality of feedback given and how this feedback is received and intepreted by the learner is as important as the process of assessment in itself. The research of Black and William (1998), and Geoff Petty’s ‘Medals and Mission’ theory similar to the ‘praise sandwiche’ technique serve to highlight that ‘assessment together with constructive feedback will bring about raised levels of achievement’ (p316) and that even negative feedback when presented to the learner in positive and constructive was can encourage and motivate
Unit 5 : Assessing Learners in Lifelong Learning
Contents
1.3 Assess how questioning and feedback contributes to the assessment process Page.2 2.1: Review the assessment requirements and related procedures of learning programmes Page.3
2.2: Carry out and record assessments to meet internal and external processes and Page.5 requirements (Appendix A)
3.1: Review ways in which minimum core element can be demonstrated in assessing Page.6 learners in lifelong learning
Learning Outcome 1: Be able to use types and methods of assessment to meet the needs …show more content…
It is important throughout each stage of the process, from the initial and diagnostic stage, whereby individual goals and targets are established and negotiated with my learners , right through the formative/ summative assessment, feedback and evaluation stages, whereby various questioning techniques and methods both formal (set against a criteria) and informal (opinion based) are used to obtain evidence in order to judge whether sufficient learning has taken place and that crieria and /or standards has been …show more content…
The provision of effective feedback within the assessment process is essential, to ensure successful learner development, by helping learners to identify what they have done well or what they may need to do to improve performance to meet the required standard. The process of providing feedback also creates an opportunity for both the learner and the teacher to negoatiate goals and to action plan in order to meet the requirements of future assessments. It is therefore important that feedback is given at an appropriate place and time, whereby the learner is ready to receive it (ie. In a one to one situation in a suitable room), and when it is not too late to be of use or relevance to the learner.
The quality of feedback given and how this feedback is received and intepreted by the learner is as important as the process of assessment in itself. The research of Black and William (1998), and Geoff Petty’s ‘Medals and Mission’ theory similar to the ‘praise sandwiche’ technique serve to highlight that ‘assessment together with constructive feedback will bring about raised levels of achievement’ (p316) and that even negative feedback when presented to the learner in positive and constructive was can encourage and motivate