evaluate how to involve learners in the assessment process
Q 2.1 Evaluate how to involve the 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,
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,
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.