Principles and Practice of Assessment
7304 City and Guild
CTLLS Certificate in Teaching in the Lifelong Learning Sector
Unit 3: Principles and practice of assessment
The topics I am researching are:
Principles of assessment, different methods, strengths and limitations of these
Peer and self-assessment
How feedback and questioning contribute to the assessment process
The types of assessment records which would be used to meet organizational and external requirements
Rationale
Part of my role as beauty tutor is to assess my students at one time or other. The assessment will be carry out to discover whether or not a student could perform a specific task in the beauty salon, or to judge if the student has mastered a new skill or the amount of theory or knowledge the student can recall. With huge variety of students and beauty courses, there is also a variety of assessment methods to accommodate. Even though there is a large assortment of styles, the fundamental reason why assessment takes place is the same: to collect evidence of learning and for learning, to record it and to report achievement.
Until now has been down to me to identify if learning took place. Therefore what I needed to find out about, in terms to being able to improve the beauty course was the advantages and disadvantages of different assessment methods in relation to the learning outcomes of the specific unit, to implement those methods so effective learning takes place.
In order to increase my understanding of the areas research was completed to greater embed the skills I need to become an effective teacher.
Through my research I feel I gained an invaluable insight into the way in which I approach my students regarding assessment and be able to incorporate these ideas into my teaching methods.
By understanding all areas of assessment I hope to be able to enhance the learning experience of my learners and avoid the dangers of inappropriate or even damaging assessments.
When researching the areas I used a number of
CTLLS Certificate in Teaching in the Lifelong Learning Sector
Unit 3: Principles and practice of assessment
The topics I am researching are:
Principles of assessment, different methods, strengths and limitations of these
Peer and self-assessment
How feedback and questioning contribute to the assessment process
The types of assessment records which would be used to meet organizational and external requirements
Rationale
Part of my role as beauty tutor is to assess my students at one time or other. The assessment will be carry out to discover whether or not a student could perform a specific task in the beauty salon, or to judge if the student has mastered a new skill or the amount of theory or knowledge the student can recall. With huge variety of students and beauty courses, there is also a variety of assessment methods to accommodate. Even though there is a large assortment of styles, the fundamental reason why assessment takes place is the same: to collect evidence of learning and for learning, to record it and to report achievement.
Until now has been down to me to identify if learning took place. Therefore what I needed to find out about, in terms to being able to improve the beauty course was the advantages and disadvantages of different assessment methods in relation to the learning outcomes of the specific unit, to implement those methods so effective learning takes place.
In order to increase my understanding of the areas research was completed to greater embed the skills I need to become an effective teacher.
Through my research I feel I gained an invaluable insight into the way in which I approach my students regarding assessment and be able to incorporate these ideas into my teaching methods.
By understanding all areas of assessment I hope to be able to enhance the learning experience of my learners and avoid the dangers of inappropriate or even damaging assessments.
When researching the areas I used a number of
References: Dweck,C.S (2010) Even Geniuses Work Hard, Alexandra, Educational Leadership Gravells, A (2009) Principles and Practice of Assessment, Exeter, Learning Matters LTD Gravells, A (2011) Preparing to Teach in the Lifelong Learning Sector, Exeter, Learning Matters LTD – forth edition Kolb, D (1984) Experiential learning; experience as a source of learning and development Race, P (2005) Making Learning Happen, Sage. London Wilson, L (2008 Practical Teaching; A guide to PTLLS and CTLLS Bibliography Gravells, A (2011) Preparing to Teach in the Lifelong Learning Sector, Exeter, Learning Matters Ltd Petty, G (2004) Teaching today, 3rd Edition, Nelson Thornes Ltd Race, P (2005) Making Learning Happen, Sage, London Wallace, S (2002) Teaching, Tutoring and Training in the Lifelong Learning Sector, Exeter, Learning Matters ells, A (2009) Principles and Practice of Assessment, Exeter, Learning Matters LTD Gravells, A (2011) Preparing to Teach in the Lifelong Learning Sector, Exeter, Learning Matters LTD – forth edition Kolb, D (1984) Experiential learning; experience as a source of learning and development Race, P (2005) Making Learning Happen, Sage. London Wilson, L (2008 Practical Teaching; A guide to PTLLS and CTLLS Bibliography Gravells, A (2011) Preparing to Teach in the Lifelong Learning Sector, Exeter, Learning Matters Ltd Petty, G (2004) Teaching today, 3rd Edition, Nelson Thornes Ltd Race, P (2005) Making Learning Happen, Sage, London Wallace, S (2002) Teaching, Tutoring and Training in the Lifelong Learning Sector, Exeter, Learning Matters