How Do You Create Assessment Opportunities That Meet the Needs of Learners
How do you create assessment opportunities that meet the needs of 2. 3 learners Creating assessment opportunities: purpose e. g. awarding organisation requirements, recording progress, reporting, opportunities to provide learner with feedback, on-going; appropriateness e. g. to skills-knowledge-understanding, timely, suitable, addressing Individual needs Type response here. First of all we should look at the awarding bodys requirement for accreditation. using this information we could then work backwards on the time frame given for the ourse.
We can then plot points in that time line that are deemed critical points were your learners should be formally assessed to make sure that they are on course to fill the criteria that the awarding body has set out. From this basic information you can then set your own more informal points where you think that your learners should be less formally assessed and also points where they can self- assess and also have a chance to give feedback on how they think you and the course is meeting their needs. You also have to consider the different types of assessment and where they fit into your syllabus.
The first assessment Is normally the initial or diagnostic. This assessment allows you to find a base line or starting point for your learning and normally forms the basis of your learner’ s individual learning Plam The following formative assessment can be categorized as either formal or informal. These are normally regular in occurrence and follow quickly after a piece of work or presentation has been submitted. This means that the work is still fresh in the mind of the learner and the tutor, thus enabling the learner to quickly grasp the constructive criticism and positive points from their feedback and put It Into practice.
Lastly we have summative assessments which the learner is normally exposed to after a module or unit of learning. These tend to be more formal, using tools such as projects, written assignments, and tests. The learner should be given the opportunity at this stage to demonstrate his/her understanding of the learning so far. It is important to find out from your learners what and how they would prefer to be assessed, and where possible try to accommodate that. You may find that some earners are better at demonstrating rather than writing about topics.
Where this is the case it may be possible for the learner to have an observation or a recorded discussion of a topic rather than to write a written assignment on the topic. Voice recording is another method of assessment that will allow tutors to assess the t impairments may need the aid or additional support during assessments such as a scribe. These problems should be addressed if possible with your learner’s prior to the course commencing and form part of your Individual Learning Plans (ILP). These LPs should be flexible and adaptable.
If any adaptation to the ILP is implemented, the teacher should evaluate its effects to determine whether the desired outcomes are being achieved. If not, adjustments will need to be made either in the adaptation or the instructions to the learners in its use. Hopefully these adaptations should significantly reduce failure and learning difficulties through assessment before it becomes critical. All assessment should be ongoing and fluid. This gives both the tutor and learner adequate opportunities to have different forms of assessment that ill meet their and the awarding bodys needs.
Keeping the learning in small manageable chunks also allows you to regularly review and ensure that you are not getting too far ahead of your learners. More in depth feedback should be gained at intervals which should include a mini SWOT assessment from the learners themselves at the beginning and at the end of each unit of learning. All assessments formal or informal should be adequately recorded and should form part of your presentation to the awarding body in the case of more proof being needed to claim that award.