Sample Detailed Lesson Plan in English for First Year

Gravells (2014) states: ‘You are not teaching your subject to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs, which should be recognised and respected’.

4) Assessment: the assessor must ensure that learner achievement and progression is checked throughout the learning process (formative assessment) and at the end of the course or programme (summative assessment). The assessment methods have to be fair, reliable and valid and linked to the planned assessment tasks. The assessor has the responsibility to ensure that learners are aware of the requirements and know how to meet the assessment criteria.

Gravells (2014) states: ‘You are not teaching your subject to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs, which should be recognised and respected’.

1.1 Assessment is about judging if, how and what level of learning has taken place. An assessor's function is to decide if a learner has developed skills, knowledge, understanding and competence in a particular field as well as if the learner is showing the attitude required for the application of the learning within that field. Assessing is not the same as evaluating. Rather than the focus being on the programme or course the learner is on (evaluation), the focus is instead on the learner and their development.

Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 3.1, 3.2, 3.3 and 3.4.

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, a lesson plan is developed, incorporating UDL and effectively leveraging educational technologies in the classroom.

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.

Assessment opportunities should be created during each lesson in an informal way. This can be through having a conversation with a learner about what has happened during the lesson and asking some key questions to see if they are able to show that they have understood and therefore, the objectives have been met.

Evaluation methods eg. Feedback, survey and sensitive questionnaires can help identify areas a setting does well in, those for further investigation and aspects of provision that individuals enjoy being part of or can see a way to suggest improvement in.

Evaluation is an assessment of something or making an observation of the outcome whether good or bad. An example of evaluating is after the Year 8 disco, was the year 8 pupil’s filing out an evaluation form on how they thought the event went. There are many different ways to evaluate such as minutes of meeting, questionnaires, post-event papers and circulation list.

Assessment needs to be an ongoing, integral part of the teaching and learning cycle. It must allow teachers and students themselves to monitor learning. From the teacher

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

This form provides for three categories of goals for evaluation. 1) Outcome - Training-required educational goals that have been designated to be taught and evaluated during this learning experience. 2) Goal - Required goals designated for teaching but not evaluation

Across the United States, policymakers determine evaluation systems for public school educators. Used as a tool for increasing teacher effectiveness and accountability, teacher evaluation systems vary from state to state as determined by individual state departments of Education. According to Sergiovanni & Starrat (2002), the role of the evaluation process is important in developing teachers’ instruction, which should contribute to academic achievement of students. Evaluation should provide meaningful feedback to teachers, to improve instructional practices and support learning (Kelley and Maslow, 2012).

Assessment enables educators to provide feedback to their learners, this in turn promotes self-evaluation by the learner, as they use the assessment feedback to scrutinise and make judgements about the quality of their work (Spiller, 2009:6 & 7).