Certificate - Assignment 2 1. Explain the function of assessment in learning and development? The function of assessment in learning and development is to measure the learners’ skills‚ abilities and knowledge against the set criteria of the qualification being undertaken. The assessor should identify the learning styles of the candidate to be assessed and implement the appropriate methods of assessment in order for the learner to achieve the qualification. The assessment process should be a systematic
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Form 2 Assessment front sheet and feedback record PTLLS Level 3/4 Unit No: | | Learner name: | | Enrolment number: | | Date issued: | | Date submitted: | | I confirm that the evidence for this unit is authentic and a true representation of my own work. Learner signature: | | Date: | | Feedback: Continue on a separate sheet if necessary‚ see overleaf Tutor/Assessor/Marker and IQA’s signatures (IQA if sampled) must appear on the following page.
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7/06/15 Explain the functions of assessment in learning and development – include initial‚ formative and summative assessment. (1.1) The fundamental function of assessment in learning and development is to ensure that learning has taken place. The role of the assessor is to evaluate the nature‚ ability or quality of a candidate against a set of criteria (informal) or to check that legal standards have been met (formal). The first step is to conduct an initial assessment at the beginning
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Assessment of Learning Assessment of learning refers to strategies designed to confirm what students know‚ demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs‚ or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents‚ other educators‚ the students themselves‚ and sometimes to outside groups (e.g.‚ employers‚ other educational institutions). Assessment
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SELF-MANAGED LEARNING IN THE CONTEXT OF LIFELONG LEARNING Unit 13 Personal & Professional Development Introduction NatTrainSolns (NTS) a small but influential management training consultancy agency based in City West Industrial Park‚ Dublin. We deliver professional educational training to both the public and private business sectors. Our mission is to provide targeted training solutions to meet the needs of our clients‚ operating under the highest ethical standards and treating our stakeholders
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content of student assessment strongly influence students’ attitudes to study and quality of learning (Ramsden‚ 1997; Shepard‚ 2000). For most students‚ assessment requirements literally define the curriculum. Current research suggests it is assessment used in the right way‚ as part of teaching to support and enhance learning that has the most significant impact on learning (Elwood and Klenowski‚ 2002). James and his colleagues (2002) argue that carefully designed assessment is therefore a powerful
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development. They enable teachers to plan their lessons drawing on skills such as; recording‚ monitoring‚ demonstration‚ adaption‚ discussion and extensive planning. Effective lesson plans enable a teacher to prioritise and organise the learning and provide a manageable learning environment to adhere to the diverse and complex needs of those in the lesson. Lesson plans set the format for what students are to achieve and how they will do this. Schemes of work essentially form the basis for lesson planning
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For the purpose of this essay I will be looking into my roles‚ responsibilities and relationships in the lifelong learning. For the past five years and half years I have worked at Colchester Institute. I initially worked as a learning support assistant providing support for a alternative education programme. For the past six months I have assumed the role of Assessor on the programme. This programme provides education
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In classrooms where assessment for learning is practiced‚ students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit‚ the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses‚ the teacher and student work together to assess the student’s knowledge‚ what she or he needs to learn to improve and extend this
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Name: Marwa Saleh Assessment as learning 1-Definition Through this process students are able to learn about themselves as learners and become aware of how they learn – become megacognitive (knowledge of one’s own thought processes). Students reflect on their work on a regular basis‚ usually through self and peer assessment and decide (often with the help of the teacher‚ particularly in the early stages) what their next learning will be. Assessment as learning helps students to
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