Learning and Assessment in Practice

3754 Words Mar 7th, 2012 16 Pages
Learning and Assessment in Practice

The purpose of this assignment is to critically analyse and reflect upon the effectiveness of an innovation, developed for learning and assessment in practice.
The 3 learning outcomes which I have focused on, as outlined in the module descriptor are (ii) critically reflect on the opportunities and limitations of practice as a dynamic learning environment in relation to the facilitation and evaluation of learning in practice, (iii) demonstrate the enabling of learners to integrate theory and practice, and (iv) critically evaluate a range of learning theories and teaching strategies to facilitate the integration of theory and practice.

I will utilise Gibbs (1988) model of reflection, (as cited in Quinn
…show more content…
Prior to attending my mentorship course I had had a great deal of contact with students, involving both one-to-one teaching, supervising and supporting. However, on no occasion had I undertaken this as a formal process, nor as a co-mentor. I had also had no direct experience of learning outcomes and as a result felt some trepidation prior to the student arriving. I understood from the literature the importance of ensuring that the student was relaxed and made to feel welcome with the team, and that I needed to have a pre-existing knowledge of the learning outcomes that were to be achieved during the placement. In order to plan and facilitate the students learning it is important to have knowledge of their programme and the required learning outcomes in order to ensure effective learning (Quinn & Hughes, 2007). Additionally, mentors must have an understanding of a student’s preferred method of learning. Before working with a student my main consideration would be to use a teaching method that is suitable to them and their contribution to the learning experience, whilst at the same time addressing their specific needs. The quality of learning that takes place within a placement will be dictated by the teaching and learning support mechanisms available to the student (Welsh & Swann, 2002). The more comfortable and safe a student feels within the environment, the more likely it is that effective learning will take place and the student will become
Open Document