012a Ptlls
PTLLS
Research Report 012a.
In this report I will describe what types of assessments there are and how they are used in my job role. I will also talk about peer and self-assessment and reflect on how they may be used in the assessment process. I will then talk about how I would involve my learners in the assessment process.
Initial – everyone should undergo an initial assessment at the start of any learning. These will help to define at what stage their needs are and if any additional help is required. It is important to determine this at the start as you need to know what help the learner requires. It is up to the employer/teacher to arrange the initial assessment, not the learner. There are several ways to undertake an initial assessment and this varies on the job/area of learning. The initial assessment should be centred on the learner so they feel that they are part of it… this then can develop into their Individual Learning Plan (ILP). An example of this is the fast-track assessment. We do this at the start of a stand-alone diploma. It is only for us to see if the learner struggles with the 2 functional skills, and if they do we offer them support if they wish to take it.
Formative – on-going assessment through the learning period. Can be informal or formal and can be done regularly, so that you can share with the learner any other areas need to improve on. You highlight positive feedback, make the learner aware that they are doing a good job towards their knowledge and that they show competence in their job role. Give negative feedback, so that the learner can develop on it, this may be that their knowledge needs to be more in depth, that they need to give examples or that they need support in their job. Formative assessment can be tutor led, peer or self-assessment. The ultimate aim should be to develop a learner’s ability to self-assess in a formative manner so that they develop the skills of self-evaluation necessary for lifelong learning. An
Research Report 012a.
In this report I will describe what types of assessments there are and how they are used in my job role. I will also talk about peer and self-assessment and reflect on how they may be used in the assessment process. I will then talk about how I would involve my learners in the assessment process.
Initial – everyone should undergo an initial assessment at the start of any learning. These will help to define at what stage their needs are and if any additional help is required. It is important to determine this at the start as you need to know what help the learner requires. It is up to the employer/teacher to arrange the initial assessment, not the learner. There are several ways to undertake an initial assessment and this varies on the job/area of learning. The initial assessment should be centred on the learner so they feel that they are part of it… this then can develop into their Individual Learning Plan (ILP). An example of this is the fast-track assessment. We do this at the start of a stand-alone diploma. It is only for us to see if the learner struggles with the 2 functional skills, and if they do we offer them support if they wish to take it.
Formative – on-going assessment through the learning period. Can be informal or formal and can be done regularly, so that you can share with the learner any other areas need to improve on. You highlight positive feedback, make the learner aware that they are doing a good job towards their knowledge and that they show competence in their job role. Give negative feedback, so that the learner can develop on it, this may be that their knowledge needs to be more in depth, that they need to give examples or that they need support in their job. Formative assessment can be tutor led, peer or self-assessment. The ultimate aim should be to develop a learner’s ability to self-assess in a formative manner so that they develop the skills of self-evaluation necessary for lifelong learning. An
References: C.A. Palomba, T. W. Banta 'Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education '. 1999. Jossey-Bass Publishers San Francisco