Focus Learner

Receiving feedback gives us an opportunity to change and modify our behaviour, in order to become more effective at skills.

|4.13 |Providing assessment opportunities that meet the needs of learners, including giving personalised constructive feedback to motivate |

“Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you”.

The delivery of learning support is not complete, however, until you have fed back to both the pupil and the teacher and reviewed your own success as a learning support practitioner. In feeding back to the pupil it is vital that your feedback is constructive. This does not necessarily mean it has to be positive but it is vital that it is not destructive. It should serve to encourage and help the pupil. Feeding back to the teacher is equally as important as this will provide the teacher with information as to individual pupils’ progress, any difficulties they might be having (or indeed that you might be having) and this in turn will feed into planning for the next lesson as per Wilkinson’s Classroom Process Cycle.

It aims to help pupils gain a clear understanding of the standards they are aiming for an example of this could be providing an example of previous work.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.

A) Your tutor will help you when completing the Skillsfirst model assignment and will make sure that you know what resources/facilities you need and are allowed to use.

In my accountancy class I used the Learner Record of Progress (LRP) asking the learners

Secondly, during the basic skills assessment I test the learners’ Literacy and Numeracy skills and feedback goes hand in hand with this assessment because this is where I tell them about their potential as well as their weaknesses and how I can cater for their needs. The effectiveness of this form of assessment is also affected by the applicant’s state of mind at the time. A lot of them may fairly be intimidated by the whole process of assessment this is where positive feedback comes in, to raise the learner’s self esteem.

This also includes giving clear, concise and accurate feedback to learners on their progress and achievement along with developmental comment. Any progress and achievement should be recorded in accordance with awarding

Effective feedback will encourage the learner to progress and by knowing what and when to give feedback is half the battle won, by choosing a moment to give feedback is as valuable as the actual feedback given. The learner basically wants to know two things what is the grade? and how can I improve? The perfect time to give this feedback is as early as possible after the assignment has been completed. Any feedback during the assignment should not interfere with the assignment in progress but instead compliment the good bits and encourage rather than

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.