There are two types of assessment‚ formal and informal. When a candidate is being formally assessed‚ questions may be asked or they may be asked to take a test‚ the candidate therefore is fully aware of being assessed. During an informal assessment‚ e.g. during an observation while carrying out their duties‚ the candidate may not be aware that they are being assessed. A trainer may use a number of different methods in these types of assessment‚ below are some examples: Formal Informal Written
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CM Sounds Preparing to Teach in the Life Long Sector Assignment for Unit 001- Roles‚ responsibilities & relationships in lifelong learning Student name: Georgia-Maria Evangelatou 1.1 Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities. There is a vast variety of laws and regulations a teacher should be aware of‚ respect and apply to their teaching. This is essential and of paramount importance‚ as inclusive learning
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European Union Law - Module Code: LL5188 Summative assessment - Coursework As indicated in your handbook‚ you will need to complete‚ as part of the summative assessments designed for this module‚ an INDIVIDUAL piece of coursework that will count for 40% of the marks available for the summative assessment component of the Module (the other 60% will come from the written examination in April/May 2014). This coursework should be submitted no later than 9 am. Monday 3rd February 2014. Submission
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UNIT 007 Principles of assessment in lifelong learning Craig Pearson (1400 words) 1.1 1.2 1.3 2.1 2.2 Explain the types of assessment used in lifelong learning. Explain the use of methods of assessment in lifelong learning. Compare the strengths and limitations of assessment methods to meet individual learner needs. Explain ways to involve the learner in the assessment process. Explain the role of peer and self-assessment in the assessment process. Assessments are the process of evaluating an
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Review what your role‚ responsibilities and boundaries (where your job starts and ends) as a teacher would be in terms of the teacher/training cycle The training cycle consists of the following phases; identifying aims and objectives‚ planning‚ delivering the course‚ assessment and evaluation. The cycle can be started at any phase but should be followed all the way round for it to be most effective. The trainers role is to identify the aims of the course as defined by the examining board or syllabus
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Lesson Plan Date: Time: 2 Hours Topic: Application Forms Location Group No. In Class: Lesson Aims To introduce methods of effective application form completion. To develop learner writing skills and ability to independently complete standard style application forms. Lesson Outcomes By the end of the training session learners will demonstrate the following skills: 1. To draft answers to extended application form questions. 2. To complete a generic application form. 3. To write about themselves
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H.S. PTTLS Course Day 2 Assignment 4 2/3.3 Review ways to give constructive feedback to motivate learners “Probably the most effective barrier to communication is the learner’s lack of motivation”. P59‚ CURZON‚ L.B. (1980) 2nd Ed ‘Teaching in Further Education’. Cassell. Preparing to Teach in the Lifelong Learning Sector: Ann Gravells: “Providing feedback – informing the learners how they are progressing”. (P.27) “Constructive feedback doesn’t just mean positive feedback… Negative
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Unit 002: Understanding inclusive learning and teaching in lifelong learning Introduction The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area. It is likely that you will be teaching a diverse group of students – from various backgrounds‚ with differing levels of prior learning and expectations‚ as well as different learning needs. Taking an inclusive approach when teaching will help to ensure
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Unit Number 001 Role‚ responsibilities and relationships in the lifelong learning. A summary of key aspects of legislation‚ regulatory requirements and codes of practice relevant to the role and responsibilities of the teacher. Teachers must maintain their knowledge of legislation‚ regulatory requirements and codes of practice and ensure that they are up to date with all current requirements‚ which are often subject to change. Some are generic and affect all who teach‚ whereas some are subject
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AoFAQ Level 3 Award in Education and Training (QCF) Unit 1: Understanding roles‚ responsibilities and relationships in education and training. Learner name: LEE HARRIS Teacher name: Name of training provider/college: Date of submission: Assignment deadline date: Briefing For Unit 1‚ you are required to produce responses to the questions below with an overall word count of approximately 1200 words. The 1200 words is a guide‚ you can provide more‚ but not less. Please read each question carefully
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