Ctlls Unit 3 Principles and Practice of Assessment
CTLLS
Unit 3 Principles and practice of assessment
My methodology for writing this essay is so that I can gain my Ctlls qualification and support my own teaching practices. In my research for this assignment I have used books, the Internet for various websites and my notes from the lessons, as well as my own experience from teaching.
Assessment is used so that I can check that learning has taken place and to what extent. I use assessment at all stages of the learning process in line with organizational requirements; firstly by conducting an initial assessment with the learner. This shows me the level at which the work to be completed needs to be set and gives the learner a starting point. A diagnostic assessment is completed by the learner so that I can identify areas of weakness or for improvement, for example spelling or grammar. Additional information, such as learning styles can be understood through interview and questionnaire. I teach on a one-to-one basis therefore when the learner completes set pieces of work, I am able to formatively assess by using various methods. Such methods consist of written work, question and answer, observation, presentation of group work, practical activities or a demonstration. I also write feedback on ‘Post-It’ notes to praise a piece of work that is completed correctly and, if there are any criticisms, these are written positively so as not to discourage the learner and to help them achieve better results in the future. I use summative assessment at the end of the course by checking that all evidence of the learners work meets the criteria of the qualification. The learner makes drafts of work for each task and then a final text, often using current events for inspiration; they do this for different audiences and purposes so that the standard of work is of good quality and there is sufficient evidence for their portfolio.
Learners are encouraged to set their own aims on their action plan. This encourages the learner to
Unit 3 Principles and practice of assessment
My methodology for writing this essay is so that I can gain my Ctlls qualification and support my own teaching practices. In my research for this assignment I have used books, the Internet for various websites and my notes from the lessons, as well as my own experience from teaching.
Assessment is used so that I can check that learning has taken place and to what extent. I use assessment at all stages of the learning process in line with organizational requirements; firstly by conducting an initial assessment with the learner. This shows me the level at which the work to be completed needs to be set and gives the learner a starting point. A diagnostic assessment is completed by the learner so that I can identify areas of weakness or for improvement, for example spelling or grammar. Additional information, such as learning styles can be understood through interview and questionnaire. I teach on a one-to-one basis therefore when the learner completes set pieces of work, I am able to formatively assess by using various methods. Such methods consist of written work, question and answer, observation, presentation of group work, practical activities or a demonstration. I also write feedback on ‘Post-It’ notes to praise a piece of work that is completed correctly and, if there are any criticisms, these are written positively so as not to discourage the learner and to help them achieve better results in the future. I use summative assessment at the end of the course by checking that all evidence of the learners work meets the criteria of the qualification. The learner makes drafts of work for each task and then a final text, often using current events for inspiration; they do this for different audiences and purposes so that the standard of work is of good quality and there is sufficient evidence for their portfolio.
Learners are encouraged to set their own aims on their action plan. This encourages the learner to
Bibliography: Curzon, L.B,(2004) Teaching in Further Education, An Outline of Principles and Practice, 6th Edition, Bodmin, Continuum www.teachingenglish.org.uk/think/articles/asking-questions accessed 14/04/09 QCA, www.qca.org.uk, accessed 31/03/09 Bloom, B.S, (1992), Evaluation to Improve Learning, New York and London: McGraw-Hill