Unit 3 Dtlls

(c) Here you will find an explanation of how 2 assessment methods can be adapted to meet individual learner needs.

Case Study #6 – The Social Agency– “Managing Performance Through Training and Development” – Page 354

Initial assessment is the starting point of a learning journey. The information gathered provides a base on which to plan your learner’s progress. Initial assessment is very important so you find out the learners individual needs in order for you to support them appropriately.

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

Unit 1- 1.1, 1.2-This is a reflective account of the things I have done, experience and knowledge I have gained throughout the assessor 's course mainly during the process of assessment. First, I would like to describe the definition of assessment, its key concepts, stages to show the knowledge and understanding I have gained throughout the course. An assessment is a pre-agreed formal session with the learner. Assessment is judging performance against an agreed standard and is also a way of finding out if learning has taken place. It enables yo assessor to ascertain if learner has gained

Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback.

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

The assessments have been done during and after the lesson in a variety of ways; verbal response, written response, pair and group work, and making posters as a visual outcome.

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.

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.

With all of the activities carried our by the learner (with or without the assessor) the assessor needs to make decisions on the learner's competence in relation to the requirements of the qualification. The assessor should make their judgements of success or not and provide constructive feedback to the learner in a way that best suits the individual. If any further action is necessary for the completion of the qualification criteria (i.e. more training, description of knowledge or other evidence of ability) then a further plan should be agreed to achieve this. All such information discussed and agreed should be recorded appropriately at each stage.

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.

5.1 The learning activities promote the achievement of the stated learning objectives or competencies. - (Annotation)

The training outcome evaluation has its initial point in the training needs assessment and the learning aim. It is schemed in similar with the plan and distribution of the training and continue with training events and post-training. While exhaustive assessments are helpful, it is critical not make the procedure excessively convoluted, prolonged and excessive. Preparing result assessment is an administration device and should be driven by the need to give enough data for the customer to use sound judgment about future preparing ventures, and for the preparation foundation to constantly enhance their preparation program.