Identify the Different Types and Different Methods of Assessment Used in Teaching.

|assessment as a process of making judgments of learners’ knowledge, skills and competence against set criteria |

This is considered as formal method of assessment, which may be carried out in the middle or at the end of course, or

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

In my assessment plan I would identify any specific need that the learner may have e.g. Dyslexia (I would check with the relevant department within the training establishment to see what help could be offered to the learner i.e. extra time given for assignments and written tests). I would then agree the level and extent of their current knowledge

Unit 2, 1.1, unit 3, 1.1,1.2,1.3- I have also learned and familiarised myself with different methods of assessment that can be used to assess competence and knowledge. They are namely: Observation of performance in the work environment and simulated environments- used in practical situation in work environment where a learner demonstrates their competence (natural performance) whilst learners are being observed. Simulation-this is similar to observation but a simulated activity is used rather than natural performance to assessed learners. Simulation is used when it has not been possible to carry out a task. Examining products of work- assesment is done on the culmination of learner 's training, e:g certificates, health and safety reports, memos, checklist for patiaent care, letters, charts. Questioning the learner, witness testimony: any other people who has been involved with the learner 's progress can write a statemen to show how the learner has successfully covered relevant aspects of the courset, learners ' personal statement: it is a reflective account where learners explains the thinking behind their decision to take certain approach or why they decided to change aspects of a task or activity ,

The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.

From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also

There is a large variety of assessment methods available for assessing learners’ achievements. These include observation; questioning the learner; examining product evidence; discussion; witness testimony; looking at learner statements; recognising prior learning; simulated environment; skills tests; oral and written examinations; assignments; case studies and projects. Choosing the most appropriate assessment methods is vitally important, to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible.

An initial or diagnostic assessment establishes the starting point and ascertains the student’s previous skills and knowledge. This enables the student to see how much he/she achieves during the course, it also fosters a more reflective approach to learning and enables the teacher to effectively plan the individual student’s needs. The teacher can then review the students’ progress and achievements, which improves the quality of teaching

“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 assessment method that I chose was to ask the students questions about what they

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

What is the purpose of initial assessment and what kind of methods could be used? Evaluate these methods with reference to the ways they can help in the overall objective of achieving learning goals. How can you ensure learners are kept motivated and working towards these goals?

What is an assessment? Alan Rogers (1994, p172) defines assessment as collection of data on which we base our evaluation. According to Reece and Walker (2008, p5) assessment consists of tests and observations that we, as tutor, use to determine how well the students has achieved the objectives. Geoff Petty (2004, p449) writes that “Assessment measures the breadth and depth of learning”. Assessments are used in all areas and domain of everyday life, whether formal or informal, ranging from taking a written or practical driving test to claims for income support or acquiring life insurance on-line.

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.