Enabling Learning and Assessment

2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:

According to the School curriculum and standards authority (2014) assessments should arise naturally out of teaching and intended learning developed from the curriculum and syllabus, the judgements made by educators assists in students ongoing learning (para. 1).

“Tests today are not like the tests most parents took when they were in school. New forms of teaching students' work are already in use, and even more changes will be coming in the years ahead. The term "assessment" has come into common use to describe these new ways of measuring students' accomplishments.

4.4 explain how assessment arrangements can be adapted to meet the needs of individual learners

Assessment is carried out to ensure that learning has taken place. This is used to measures the learner’s knowledge and skills in their chosen area of learning. Assessment can be used to encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to the standards of the awarding body.

In my class, many of the aforementioned methods of assessment are regularly and successfully utilised. Using IT as a key resource, offers a

The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.

Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback.

Evaluating student achievement through assessments is used to help teachers know exactly where students are. This practice is vital to the growth and development of a child. Good teachers have always judged and monitored their students' progress through written assessment observations, experiments, written assignments, and research projects. Assessments provide comprehensive information about students’ progress including strengths and weaknesses.

Assessments are supposed to stimulate learning; by having this continuous assessment it gave me time to develop my thinking and make sense of it (Ovens, 2003; Winter, 2003; Trevelyan and Wilson, 2012). Henceforth, resulting in a deeper understanding

There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.

2.1 compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners

The assessor will work closely with the learner and work towards a National Vocational Qualification (NVQ)

“The primary purpose of assessment is it improve students’ learning and teachers’ teaching… What makes assessment for learning effective is how well the information is used.” (Ministry of Education 2014)

On the other hand, a learner might benefit from a verbal examination rather than written questions while another learner might prefer to be assessed bilingually. This would then mean liaising with other members of staff or the awarding organisation to make acceptability of such options (Gravells, 2014, P171). Furthermore, mentors, workplace supervisors and witnesses alike usually need details of the learner’s progress while relevant support staff will also need information about the learner so to give any required help and guidance. Overall, everyone who is involved with a particular learner needs to be aware of that learner’s progress and achievement by having a regular communication (Gravells, 2014, p171). Assessment sometimes involved a learner assessing their own work and is known as self-assessment while on the other hand, learners/ students can assess one another in a process known as peer assessment. Such methods of assessment give confidence to learners to be accountable for their learning and assessment as well as taking a decision about what they have been taught already. However, the learners will need to be wholly aware of what it is that they are required to assess i.e. the assessment criteria, the importance of being objective in their assessment and how they could give a constructive feedback to those that they assessed. While giving feedback, it is very important to make sure that