Dttls Year 1 Evaluate Assessment Activities Essay

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.

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.

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.

It was certainly valid because the work on the car had just been carried out in a body shop where they would be qualified to work if they succeeded in their course. Tummons states ”A valid assessment in brief, is an assessment that covers the course as a whole, uses appropriate real life methods, is most suitable to the subject or vocational area and helps predict how the learner will perform in the future” (Tummons,2007 p38). I also found using a real life resource like this made it easy to meet my aims which were to assess if learners could identify correct grades of abrasive paper to use on different paint defections. The students enjoyed looking for paint defections which made the assessment easy to manage.

Gravells (2011:p91), describes the assessment cycle in the following terms; “the initial assessment, assessment planning, assessment activity, assessment decision and feedback and finally, review of progress”. The cycle restarts at the initial assessment with the next subject or unit of the qualification. To ensure that there is consistency and fairness through out the assessment cycle, standards and

Assessment for learning will inform the pupils on their approach to learning and tackle areas which they need to work on. By the pupil looking at assessment criteria they will be able to consider areas for improvement in

Unfortunately, I did not know the language the student’s spoke, which was Russian. I guess for a moment I knew what it was like to be one of those new students coming into a classroom not knowing the language. However, my little ones were quick to want to teach me their language. More than half of the class spoke English while a handful were English Language Learners. This was my first encounter with an English Language Learner class. I learned pretty quickly on my own what to do. I partnered students up to become helping buddies, therefore making this transition easier on my English Language Learner’s and also myself. The buddy system had to be rearranged multiple times until I found the perfect fit for each student that would not cause any classroom interruptions. I taught all my lessons with accompanying visuals as well as videos to help them better understand the material being taught. Everything in the classroom was labeled with words and pictures. Unfortunately, I am no longer teaching in that classroom but for the time frame I was in that classroom to see my student’s progression was the most rewarding feeling any teacher can have. It makes being a teacher worth all the hard work, dedication, time, effort and struggles just to see the end

As a result of teaching this lesson and feedback you received from the student, what have you learned that will help you?

Assessments can be produced and performed in many ways, such as: an examination, dissertation, performance, discussion, presentation, essay, assignment, or a group or individual project. However, whilst a learner is participating in education they

After revision and revision I perfected my think aloud lesson plan and was very confident going into this lesson and was very pleased with the outcome! I feel as though the students learned from my lesson in many ways. I know they learned from this lesson because they were using sentences with the new words they learned about. They also were telling other friends who did not get to participate in the activity about frogs and the facts they learned! It was awesome!

During the instruction I used the various strategies to monitor my student such as verbally asking her to clarify understanding and higher order questions to get her involved and evaluate if I need to ret-teach at each step or move forward. This allowed me to identify directly which concept or skills my student needed help with before I move forward in the lesson. I ensured that I scaffold the lessons as well as the activities so that my students can make a connection and used prior knowledge. For example, skip counting by 5’s throughout all lessons. Then reinforcing what was taught previously before moving forward

Assessment forms an integral part of both education and real life, assessment of understanding, peer feedback, and self-assessment form a central part of social processes and therefore mediate the development of intellectual abilities, construction of knowledge, and formation of a students ' identity (Shepard, 2000). Assessment of learning also provides a metacognitive awareness for the student and creates accountability for pedagogical strategies and curriculum policies. Therefore, assessment is also an integral part of the Australian Professional Teaching Standard 5 — Assess, provide feedback and report on student learning (AITSL, 2011).

Assessment is an essential part of both teaching and learning. It provides educators with an understanding of student learning and development, to determine whether or not learning outcomes and educational goals are successfully being met. Educators must therefore take an active role in making decisions about the purpose of assessment and the content to be assessed to ensure “assessment is ‘built-in’ to the curriculum and the classroom experience, and not something that is just ‘bolted-on’ at the end of a learning episode” (Readman & Allen, 2013, p. XVIII). If they are to gain a clear understanding of where students are in terms of their learning, what levels they are expected to be at, and which methods of teaching and learning provide the best means of achieving maximum student performance (Department of Education and Training, ACT, 2011).

Initial assessment can also be used informally at the beginning of a course as a tool to establish learners existing knowledge and expectations. This information can be used to bias the teaching towards the needs of the learners and also focus the learning towards the learners’ expectations.

Assessment is an integral part of curriculum practice. The prime consideration of educational institutions are the outcomes of learning, the enhanced abilities students can demonstrate because of their increase in knowledge , able to adapt and understand to changes because of their university experiences. Our concern is how learning takes effect and how teaching and assessment affect the quality of learning in order for students to acquire the knowledge and competencies that is required for the work place. To acquire these