Princilples of Assessment Unit 12 Pttls Essay Example

essays, while informal methods may consist of puzzles, gapped handouts, oral questions, and discussions. In order to make assessment decisions and provide feedback, a trainer must evaluate the learner's success in acquiring information. Additionally, this process involves establishing action and target plans, providing constructive feedback, and considering feedback from the learner. Progress reviews allow both the trainer and learner to assess the development of new skills and knowledge required by the program or qualification. These reviews also facilitate two-way communication, allowing the learner to discuss their progress or any barriers that may impede their completion of assessment activities or meeting targets and assignments.

It is important for the trainer to utilize the review process to make any necessary modifications to the assessment criteria or methods. In the lifelong learning sector, the three most commonly used types of assessment are initial, formative, and summative. Prior to starting a course, program, or subject, initial assessments need to be conducted. These assessments allow the trainer to determine any specific needs or resources that may be required for the learner.

Formative assessments consist of various activities, including puzzles, practical tasks, Q&A sessions, and assignments. These assessments are carried out throughout the learner's course or program. They serve the purpose of evaluating learning progress and allowing the trainer to provide constructive feedback. By continuously assessing the learners' performance, trainers can also determine if individual learner's needs are being fulfilled. In addition, formative assessment enables the trainer to ascertain whether learners have attained the necessary competency levels for summative assessment.

According to Gravells (2011:p95), when activities are provided in programs, there is a tendency to only teach what is necessary for passing tests or

examinations. However, this approach hinders learners from reaching their full potential. Summative assessments, such as formal exams and multi-choice questions, typically occur at the end of a course or program. Gravells (2011) suggests that these assessments can cause stress for learners and may lead to failure, even if the learner is capable under different assessment methods. The choice of assessment methods should be based on the course objectives, whether they involve assessing knowledge, skills, or attitudes.

The trainer's responsibility includes ensuring that the assessment method or activity used is valid. According to OCSLD (2002), the assessed task must truly assess what is intended. An example of an assessment method in lifelong learning is the recognition of prior learning (RPL). By conducting a skills audit, the trainer can evaluate the learner's previous knowledge and create an individual learning plan (ILP). This allows the trainer to place the student at the appropriate starting point in their study program. The learner benefits from this arrangement as they do not need to repeat previous work or undergo re-assessment.

The method has its limitations in terms of being time-consuming for both learners and trainers when establishing and verifying prior knowledge. A more enjoyable and informal assessment approach is to utilize quizzes, puzzles, and crosswords. These methods can effectively measure progress and the retention of information. However, they do not allow trainers to assess the depth of understanding or the learner's ability to apply knowledge. Additionally, these assessment methods may seem insignificant to older students.

Role-play is a method that can encourage participation and discussion. It can also be used as a way to assess theory in practice (Gravells 2011). However, role-play can be

time-consuming and challenging for some learners to participate. Other methods of assessment include essays, case studies, assignments, examinations, projects, gapped handouts, discussions, and oral and written questions. It is important for all assessment activities to be valid, authentic, current, sufficient and reliable.

According to VACSR (Gravells 2011: p101), involving students in the assessment process can have significant educational benefits (OCSLD 2002). Students can participate in various ways, such as completing a self-assessment sheet, marking a fictional student's work, marking peers' work, and providing feedback. The evidence suggests that when students apply criteria, they gain better understanding of what is required and this leads to improvement in their own work (OCSLD 2002). Self and peer-assessment encourage learners to review and check their work before submitting it. However, one drawback of self-assessment is that learners may overestimate their level of achievement. On the other hand, peer assessment promotes learner engagement by allowing them to give feedback to each other.

Supervision and training are crucial for successful peer assessment, as they help ensure that feedback given is positive and constructive. Trainers must also consider any potential personality conflicts that could influence decision-making. Feedback is a vital part of the assessment process, so trainers should make sure to use clear and understandable language when providing it.

Specific feedback is necessary for learners to understand their progress. Learners who have not met the required assessment levels should know why and how to correct their mistakes. Trainers should always begin with positive feedback before addressing areas that need improvement. It is crucial for trainers to treat each learner as an individual and consider equality, diversity, and any special requirements to meet their needs. Records

are useful for tracking learners' progression, starting from the initial application forms that include personal details like contact numbers, addresses, disabilities, and diagnostic tests up to the final assessment.

It is necessary to keep various records for learners, including attendance records, Individual Learning Plans (ILPs), lesson plans, induction records, and assessments. All records related to a learner's personal information and assessments must be clear, accurate, confidential, and secure. Compliance with The Data Protection Act (1998 amended 2003) is a legal requirement. Learners also have the right to access information held by the trainer or organization under the Freedom of Information Act (2000). When documenting assessments, the trainer must adhere to the requirements of external and internal awarding bodies and regulators like Ofsted. Feedback sheets should be completed with the trainer's decisions.

The form should include the following information: the student's name, the date, time and location of the assessment, the purpose and method of assessment, and what was assessed including any follow-up actions or special requirements. According to Gravells (2011p;103), assessment records should document the progress of learners from beginning to end and must be kept for at least three years. Keeping records is also important in case of appeals against a trainer's assessment decision.

References

1. Gravells, A (2010) Passing PTLLS Assessments. Exeter. Learning Matters Ltd.
2. Gravells, A (2011). Preparing to Teach in the Lifelong Learning Sector. Exeter: Learning Matters Ltd.
3. Oxford Centre for Staff and Learning Development OCSLD (2002)
4. Oxford Brookes University Learning and Teaching Briefing Papers Series www. brookes. ac.

uk/services/ocsd/