Planning and Enabling Learning
- Submitted by: diane123
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- Category: English
- Date Submitted: 11/02/2010 11:31 AM
- Pages: 5
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Assessment is a tool designed to check understanding and development within any
subject area. It is essential to begin a course with an assessment of students’ prior
learning in order for the trainer to pitch their teaching at the correct level and to ensure
inclusion of all students learning needs. The assessment process can also highlight if the
learner possesses the required level of skill to gain entry to the programme, or highlight the need for further training before commencement of the programme.
This initial assessment can take the form of questions and answers as part of icebreaker activities or open group discussion of previous knowledge. Initial assessments can also highlight any barriers to learning or specific support needs that the learner may have such as a learning disability or difficulty, or physical disability. This information enables the trainer to put in place the appropriate support measures to enable learning.
Alternatively individually completed quizzes or tests in the first week of teaching are a useful way to assess need and prepare students for the structure of ongoing assessment over the course duration., assessment records begin during session one with an icebreaker to determine prior experience and open discussion on what evidence gathering is and what it means to the individuals within the group.
Having assessed prior learning, ongoing formative assessment ensures that students demonstrate progressive understanding of the learning objectives set for each training session.
Ongoing assessments will take place throughout the course, and take the form of observations and practical activities and/or group exercises during sessions; cumulative projects and course work, which form a final portfolio of achievement, with a majority of the practical and group exercises involving, the use of psychomotor skills. (Reece and Walker, 2003 p.24) states “ We have all learned psychomotor skills. These include walking, tying our shoe laces...
subject area. It is essential to begin a course with an assessment of students’ prior
learning in order for the trainer to pitch their teaching at the correct level and to ensure
inclusion of all students learning needs. The assessment process can also highlight if the
learner possesses the required level of skill to gain entry to the programme, or highlight the need for further training before commencement of the programme.
This initial assessment can take the form of questions and answers as part of icebreaker activities or open group discussion of previous knowledge. Initial assessments can also highlight any barriers to learning or specific support needs that the learner may have such as a learning disability or difficulty, or physical disability. This information enables the trainer to put in place the appropriate support measures to enable learning.
Alternatively individually completed quizzes or tests in the first week of teaching are a useful way to assess need and prepare students for the structure of ongoing assessment over the course duration., assessment records begin during session one with an icebreaker to determine prior experience and open discussion on what evidence gathering is and what it means to the individuals within the group.
Having assessed prior learning, ongoing formative assessment ensures that students demonstrate progressive understanding of the learning objectives set for each training session.
Ongoing assessments will take place throughout the course, and take the form of observations and practical activities and/or group exercises during sessions; cumulative projects and course work, which form a final portfolio of achievement, with a majority of the practical and group exercises involving, the use of psychomotor skills. (Reece and Walker, 2003 p.24) states “ We have all learned psychomotor skills. These include walking, tying our shoe laces...