Enabling Learning and Assessment
Enabling Learning and Assessment
Assessment activities
Two of the assessment activities that I use are Worksheets (or written questions) and photographic evidence. These assessment activities are the most commonly found within my level 1 group. Worksheets within my area are a very versatile way of collecting information from the student, they can contain short answer questions, multiple choice questions etc. Worksheets are extremely valid because they are usually created by the awarding body of that qualification or by the teachers who have read through what the learners need to achieve. Because it is a direct way of assessing, the learners will not “go off task” as the worksheets are designed to be short, sharp ways of assessing that require the learner to answer two or three questions about a particular criteria. Ideally, the learner should be assessed on different occasions, and by different people on each criteria, so that this assessment becomes more reliable. Once the learner has answered these questions to show their understanding, and have had the criteria explained to them, they would have passed that one element within their criteria, therefore making it even more sufficient, fair and reliable. Worksheets are very easy to differentiate depending on the level of learners/ course/ certain individuals. If you have someone in your class who is dyslexic then you can differentiate a worksheet into more picture based learning where possible and also if you have someone who excels in lessons you can differentiate the worksheets to enable more information from the learner. The fact that this can be done so easily makes it fair. A question of authenticity can be raised with worksheets because answers can be very easily duplicated within the classroom, however, it is up to the teacher to recognise that this is happening and stop it.
In my experience of using worksheets I have found that it is a very accessible way of teaching because if you need to add a
Assessment activities
Two of the assessment activities that I use are Worksheets (or written questions) and photographic evidence. These assessment activities are the most commonly found within my level 1 group. Worksheets within my area are a very versatile way of collecting information from the student, they can contain short answer questions, multiple choice questions etc. Worksheets are extremely valid because they are usually created by the awarding body of that qualification or by the teachers who have read through what the learners need to achieve. Because it is a direct way of assessing, the learners will not “go off task” as the worksheets are designed to be short, sharp ways of assessing that require the learner to answer two or three questions about a particular criteria. Ideally, the learner should be assessed on different occasions, and by different people on each criteria, so that this assessment becomes more reliable. Once the learner has answered these questions to show their understanding, and have had the criteria explained to them, they would have passed that one element within their criteria, therefore making it even more sufficient, fair and reliable. Worksheets are very easy to differentiate depending on the level of learners/ course/ certain individuals. If you have someone in your class who is dyslexic then you can differentiate a worksheet into more picture based learning where possible and also if you have someone who excels in lessons you can differentiate the worksheets to enable more information from the learner. The fact that this can be done so easily makes it fair. A question of authenticity can be raised with worksheets because answers can be very easily duplicated within the classroom, however, it is up to the teacher to recognise that this is happening and stop it.
In my experience of using worksheets I have found that it is a very accessible way of teaching because if you need to add a
References: Stobart, G. (2005). Fairness in multiculteral Assessment Systems. Wilson, L www.psy-gla.ac.uk. (2010, April). www.qualityresearchinternational.com. (2010, April). Government, H. (2004). Every Child Matters: Change for Children. Stobart, G Wilson, L. (2009). Practical Teaching: A Guide to PTLLS & DTLLS. Cengage Learning EMEA. www.lsneducation.org.uk. (2010, April). www.psy-gla.ac.uk. (2010, April). www.qualityresearchinternational.com. (2010, April). www.teachernet.gov.uk. (2010, April).