Award in Education and Training
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Initial assessment: This is where you look to assess the initial learner’s entry skills, knowledge and abilities. Initial assessment is a powerful tool to achieve a range of goals. It allows the teacher to tailor their teaching to the groups knowledge To ensure that the learner matches the entry criteria for the course Identify further support that may be needed, (ESOL, numeracy and literacy etc.)
Formative assessment: Assessing while working through the training process. Tracks learner progress
Identifies further learning needs of group and individual
Identifies further support if needed, and helps identify potential problems.
Summative assessment: Assessment at the end of the course to: Allow the award of qualifications
Ensure learner has gained their required knowledge and outcomes Identify and further training needs after completing the course
Who should be involved in the assessment process?
The Learner: Assessment cannot happen without one!
If the learner is not involved with the assessment process they cannot receive feedback. Cannot learn from errors and mistakes to help the reflectively learn To allow the learner to express their own needs and understanding Cannot be tailored to individual situations.
The Assessor: Can be the teacher or an independent assessor. Carry’s out the initial assessment process
Ensures learners have attained the required level of knowledge Need to be involved in planning process to ensure they are able to get the required information
Verifier/Moderator: Insures compliance and consistency
Insurers that all learners attain at the same level
Quality checks teacher and assessor to ensure have fulfilled their responsibilities Ensures that qualifications can be awarded
Self and Peer Assessment:
Self assessment is principally used in initial and formative assessment periods. Self-assessment can range from reading through a piece of work to ensure it covers required topics, to reflective exercises to identify further training needs and areas of achievement. It requires the learner to reflect which can drive KOLB’s cycle and ensure deep learning. Also can ensure learner is going to meet summative assessment goals
Peer assessment is principally used a feedback tool during the assessment process. It allows learners to get varied opinions and feedback. Can help peers identify strengths and weakness and give learners an idea of their strengths and areas for development.
Constructive feedback should:
Be delivered promptly after the assessment, preferably immediately, to help learners reflect and have deep learning Be a two way process, to involve the learner and get their ideas of where things went right and wrong and to assist them with the reflective process Be motivational, feedback increases confidence and self-esteem and therefore potential attainment. Be specific, should be about the assessment, and unbiased, without opinion and unnecessary digression Offer choices and solutions, this enables learners to implement solutions and develop potential Only comment on things that can be changed, eg behaviours or values not things that are outside of the learners control.
Constructive feedback contributes to the assessment process by: Is essential to the formative assessment process. It allows learners to know how well they are doing. Stimulates reflective learning, helping them prepare for summative assessment and enabling them to reach their potential Helps identify further support needs and assistance individual learners my require
Effective feedback should be given in a ‘Feedback sandwich’: A positive opener will reassure and relax the recipient of the feedback, always identify something good. It should link with the standards being assessed and be about the individual not compared to other learners. A developmental statement is the point where you cover things that can be improved, ideally getting contributions from the learner using open ended questions to get them thinking and reflecting. A motivational Close will incite the learner to take on board recommendations and feeling positive about the outcome. It should inspire ownership of their actions and promote further reflection.
The importance of record keeping of assessment:
For the learner it provides them with records to evidence achievement, progress and support needs. They often need support in storing and recording their information For the teacher it allows you to informal personal and professional reflective practice, vary assessment methods and compare effectiveness, and be a personal record of work and achievement For colleagues it allows to support team member and learners in the case of absence, to share best practice and experience for future development. Managers it allows performance to be monitored, plan for responsive provision and make strategic and financial decisions Quality and Compliance is enabled to generate comparative analysis across the organisation, benchmark performance and ensure contractual compliance.