Unit 4 Assessment And Recording

Through encouraging learners or athletes to act out a strategic activity or skill, the learner learns the drill in an informal manner. This also helps aid memory retention and muscle memory retention, especially for improving motor skills or conditioned behaviour.

For example interest rates, the cost of raw materials including fuel, the number of sales or orders that we make and in turn all of these rely on other factors. The best therefore that can be done when developing a budget is to look at all the factors that are likely to affect the budget and decide how to take account of each one. If there is a previous budget (last year or last month) then it is sensible to look at how this has been achieved or not as the case may be, and what factors affected the outcome. If we are looking at monthly budgets it might be a better comparison to look at the same month twelve months ago as well as the previous months. The more factors we take into consideration when estimating a budget, the more accurate our budget will be.

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

Assessment, both formative and summative, plays a significant part in the learning experience as it determines progression and enables learners to demonstrate that they have achieved their desired learning outcomes.

“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”.

Before any activity, the pupil will need to know what they are going to learn, why they are learning it and how the assessment will take place. The teacher will discuss these with the pupils before the session and when each group of children sit down to start the activity they will be explained to them again. As the pupils get used to assessing their own work, they will find it easier to look at their own work naturally. As well as the objective for the activity, the pupils will need to know their own personalised learning goal so that they can integrate them. One example of how we do this at our setting is by having a learning activity

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?

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

There are many reasons why we assess learners. Assessments enable tutors to measure learner’s progress towards their goal. And feedback can be given to help them such as outlining their strengths and weaknesses. Feedback is used to help learners learn and improve, and is the most important aspect of formative assessment. This can be given in various ways such as written, oral, in the form of graded/marked assignment etc. When giving feedback it is good practice to bear in mind the following points. It is important to give immediate feedback if possible; turn negative comment into constructive comments such as what to improve on before the next assessment; make assessment criteria clear, accurate and available; feedback to be clear, accurate and recorded; praise learner on achievement; encourage positive attitudes and make further suggestions. Learners can be encouraged through communication of how well they are doing and what skills and knowledge they are developing.

Make judgments on successful completion or otherwise then giving constructive feedback in order to help further the learner or help for successful completion at a later date. A record should be made in order to track each learners progress.

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.

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting further student learning and enabling improved student learning through purposeful interaction and providing meaningful feedback. Formative assessment is specifically intended to generate feedback and feed forward on performance to improve, accelerate and enable learning (Sadler, 1998). Formative assessment can and should occur throughout a daily class, through implementation of learning and teaching strategies that lead to both oral and written feedback. The Formative assessment approach is equitable and reliable, producing some significant indicator of student developed understanding that links directly to the syllabus outcomes. This then allows the teacher or other students to respond by trying to

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding

The client had been allocated six funded sessions of 1 hour each. The initial contract was made using standard Coreims agency paperwork and at this stage nothing was added nor taken away from the documents as presented. I prepared the client for the paperwork by informing him that it was a part of the funding process and that not all of the questions might be relevant to him. He seemed accepting of this and unperturbed, (my feeling in this process was that I was safeguarding him to some degree, as I perceive a range of the questions to be potentially emotionally activating in themselves). The client I noted, however was willing to answer all of the questions, and did not query the process. Not wanting to intrude on his thinking