Evaluate how to involve learners in the assessment process

My sector of learning is manufacturing and I trained staff to achieve operational skills within my organisation. As a teacher/trainer I will first of all go through an initial assessment, which provides the information to decide their starting points. In this way I will be able to measure their achievement and progress. I would also be able to identify my individual student needs and learning style (VAK). Secondly, I will do a diagnostic assessment which would help me identify my learner’s skills, knowledge and understanding towards the subject, and their literacy, numeracy and ICT skills. I recognised that any prior learning should be taken into consideration during individual learning plan (ILP). I usually involve my learner by asking about prior knowledge or skills of the topic covered.

In this way I am able to determined or built upon their experience throughout the session. During the session, I try to actively involved my learners by engaging them into paired or group activities which required peer or self-assessment; however, I usually involve every learners are aware of the criteria to be assessed and feedback given effectively at the end of each session and formally assess knowledge gain by using quiz, demonstration etc. I usually informed them of what could be assessed, how and when is the assessment. Also I usually encourage them to ask questions that they could be in doubt of leading to an appropriate plan of actions. Since my subject is more or less practical base, questions are usually open to check their understanding and demonstrate etc. At the end of the assessment learners are ask as to how they felt their assessment went, this involve them again building up their confidence and responsibility ties.

References:

Gravells, A (2012) preparing to teach in lifelong learning sector. Reece and walker, 2007.Teaching training and learning: A practical guide, sixth edition, Business Education Publishers. Websites:

Q 2.2 Analyse the role of peer and self-assessment in the assessment process

Peer assessment is a way of evaluation from one student to another, both formative review to provide feedback and summative grading’s. Self-assessment is the involvement of the learners in identifying standards and/or criteria to apply to their work, and making judgement about the extent to which they have met those criteria and standards. Both methods increase motivation and encourage student to be to involve in their learning progress. Strengths and Weaknesses of each type of assessment are shown on the table below: Peer assessment strengths

Peer assessment weaknesses
1. Give student ownership/ increase their learning.
2. Student learn from their mistakes
3. Develop lifelong skills of evaluation and analysis
4. Mistakes are seen as opportunities to learn
5. Student learn more from each other’s r work
6. Encourage active talking.

1. Peer pressure
2. Student may not know how to mark correctly.
3. Student may not take it seriously, allowing friendships, entertainment value, etc. to influence their marking.
4. Student may not like peer marking because of possibility of being discriminates against, being misunderstood.
5. Without teacher/trainer involvement learners may misinform each other.

Self-assessment strengths
Self-assessment weaknesses
1. Student can evaluate their progress more clearly when they have targets against which to measure their performance.
2. Written agreements between learners and trainer/teacher, which commonly involve determining the number and type of assignments that are required for particular grades
3. The practice help student to be aware of their learning and be more involving.
4. Encourage learners to become independent and this can increase their motivation

1. Each student progress and achievement needs to be confirmed and discuss by the assessor.
2. Student may lack confidence in their ability to make decision about their progress.
3. Assessment criteria must be fully understood.
4. Student may feel that they have over achieved.

References:
Wilson, L (2009). Practical teaching: A Guide to PTLLS and DTLLS. Gengage learning publisher. Gravells, A (2012) preparing to teach in lifelong learning sector.

Q 3.2 Summarise requirements for keeping records of assessment in an organisation.

Keeping records is a legislative requirement, mandatory for all organisations that hold or process personal data (Data Protection Act (2003)) and a very important reflective tool in organisational settings. Training managers and human resource personnel spend countless hours identifying, preparing, and delivering training. After training, they test to access competency and mastery of information and skills. Linda Wilson (2009) emphasises the importance of records in aiding developments. This is why record keeping process should be simple, accurate, reliable and consistent in order to serve as one of the most important management tools for good documentation that maximises on educational investment. Accurate training records can be used as a basis for goal settings or aid in selection process by matching competencies with required skills, highlight quickly area where problems could arise and remedies to be put in place. Records are objectives; they provide the data needed to make decisions based on actual performance after specific training.