Evaluate How to Involve the Learner in the Assessment Process

A personal example is i have disability football team one of the players are not very good but i always give same time and chance as better players this shows equality.

The laws, act and regulations pertaining to teaching involved such as data protection Act (2003) (Gravels, 2012). This act made provision for the regulation of the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information. The students or learners records will be covered by this act. For example: if an organisation or teacher handle and store information about identifiable, living people for example, about learners – I am legally obliged to protect that information. Under the Data Protection Act, I must: only collect information that I need for a specific purpose, keep it secure, ensure it is relevant and up to date, only hold as much as I need, and allow the subject of the information to see it on request. (ico.org.uk).The next act is equality (2010) (Gravells 2012). This act provides rights for people not to be directly discriminated against or harassed because they do not have an association with a disabled person, nor must people be discriminated against or harassed because they have been wrongly perceived or disabled. The act says that there are nine protected characteristic which refers to aspects of a person’s identification which is protected from discrimination. The characteristics are: age, disability, gender identification, gender, maternity and pregnancy, marriage civil partnership, race, religion belief and sexual orientation. Examples of failure to make reasonable adjustments: deaf learner who

Actions and change are needed to achieve the Equality, Diversity and Inclusion Strategy – its vision, objective and four aims. A summary of the key milestones in the action plan is set out in Figure 1. A summary of the indicators that will be used to track DECC’s progress in improving equality, diversity and inclusion are set out in Figure 2. The action plan and

If possible, provide relevant equality and diversity procedures from your workplace (or place of study) to support your answer. These documents should be annotated to highlight the relevant sections.

Guideline 3 stands out to me personally due to the experience I had in my placement last semester. Teaching students to acquire the skills and knowledge to be better in their academic endeavor definitely requires considerable time of instructional planning; including what types of assessment techniques to use in measuring the students' performances on how much and how well they are learning the material being taught.

Secondly equality is defined as the ‘state of being equal in some respect’ (Hayes & Stidder, 2002,pg 5). Recently the Equality Act (2010) was formed in regards to making decisions in relation to reducing socio-economic inequalities. It replaced all existing legislation such as the Race Relations Act and Sex Discrimination act, and thus provides a single consolidated law on equity. The thesis of the act is to provide schools with clear guidance on discrimination, harassment and victimisation and how the school is obliged not to discriminate against people with a protected characteristic (Equalityhumanrights.com, 2015).

The Act maintains that the following characteristics must not be used for discrimination :- gender ,age, disability, identity, sexual orientation, race, religion and belief, marriage and civil partnership, maternity and pregnancy. All these must be taken into account when planning assessments. * * Special Educational Needs -

It has been found that employers who create structures of responsibility for diversity and equality through creating specialised positions and offices are more effective, as in the past this role was often assigned to a pre-existing employee who already had other responsibilities. This meant that diversity and equality management often fell to the wayside as demands such as production quotas and financial targets took priority. Employers can create structures of responsibility through three methods: affirmative action plans, diversity committees/task forces, or diversity managers.

They must possess knowledge of, and sensitivity to, individual abilities and disabilities and diverse racial, cultural, biological, ethnic, socioeconomic, linguistic and gender-related backgrounds, and apply that knowledge across a broad range of strategies to promote student development and learning.

In my learner skills assessment I discovered that I am quite strong in particular areas, this includes, independent work, and responsibility. I have quite introverted tendencies, that can show when I complete schoolwork. Personally, I find it easiest to work alone and with little distractions to help keep me focused and on task, which I struggle with. Therefore I thrive when I have the opportunity to work independently, and become a more efficient better student. Next, because of my independence I find myself relying on myself more often which forces me to become more responsible. For example, in my culminating assignment for my drama class this year, I was elected as director and was forced to become responsible for my fifteen group members.

Diversity management is to tackle and support lifestyles and individual distinctiveness in a defined group. Management principal liabilities include educating the group and providing support for acceptance "as well as respect for different ethnic, cultural, communal, geographic, economic and political backgrounds with this everyone" can sense their significance for their contributions, which is favorable for the individual as well as the organization. Equality can be depicted as breaching down obstruction of discrimination and guaranteeing equal opportunity for all groups importantly in employment furthermore in goods and services as supported and protected by legislation. Equality and Diversity

Learning is something that everybody does, be it in the classroom or outside of it. Learning is an active ‘meaning-making process. Only information that has been structured and organised by the learner can pass into the long-term memory and then be used in real life. In order to achieve goals and progress in life we need to learn, be it every day survival skills or acquiring academic knowledge. To determine how much we already know or to determine how much we have learnt so far, there must be a means to test this. We would do this by assessment. Educational assessment is the process of documenting, usually in measurable terms, knowledge and skills.

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As a pre-service teacher, the professional role that I have been developing and striving towards is based on the principles of equity and excellence amongst all my students. The key aspect underpinning this role is ingrained within my teaching philosophy based on the ideals of fostering inclusive education. Foreman (2014, p.19) asserts that inclusive education is based upon the notion that schools unconditionally cater for the individual requirements of all their students, regardless of any barriers, being they include ability or disability. My teaching philosophy takes this notion into consideration as it is bound by social justice principles and is in agreeance with the UN Committee on the rights of persons with disabilities 2015, stating that every individual has a fundamental right to an education. This philosophy mirrors the present legislation in place, in regards to the Disability Discrimination Act (1992), that states it is illegal for education institutions to discriminate against individuals based upon their disability. Additionally, the Melbourne Declaration’s (2008) first goal requires that all students have a right and access to a high level of education, free from any forms of discrimination. Thus, I view my professional role as an educator is one who would enact such policy by putting it into practice. However, at the same time I must be aware that inclusive education is founded upon the principles of responding and supporting individual differences amongst

In this essay, the author will critically discuss whether or not an assessment for learning (AfL) approach directly challenges more traditional forms of learner identity and practice. We will touch upon key assessment theory insights and recent assessment changes as they manifest themselves in the Irish Education System of assessment at the second level. As we will see in this essay, Surely, the school curriculum is in many ways akin to a well-stocked took kit. It has a number of different types of tools, tests and formative assessments combined. Only by using them together can the job be done effectively.