Explain Different Assessment Methods, the Type of Assessment Record and Reasons for Using Them.
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- Date Submitted: 06/08/2013 11:28 AM
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Assessments are essential for learning as they enable me as the teacher to effectively plan individual learners’ needs, establish a starting point in order to review learners’ progress, achievements and importantly improves quality of teaching.
This can be even more effective if approached in a systemic order hence NIACE [National Institute of Adult Continuing Education] campaigns for ‘Recognizing and Recording Progress and Achievement [RARPA]’. This is a staged approach ensuring that the learner is at the centre of learning, goals are recognised and count towards the success of their learning.
The five states of RARPA in their order include: Setting learning aims appropriate to individuals or groups of learners; Initial assessment to establish the learner’s starting point; Identification of appropriately challenging learning objectives; Formative assessment (progress during the program); Summative assessment (review of overall progress and achievement). This may include recognition of learning outcomes not specified during the program.
Initial assessment is a crucial part of the learning journey. It provides the benchmark from which learners’ progress and achievement can be measured. It needs to be done with learners rather than to them. I agree with Green, M. (2003) believing that Initial Assessment should be a learner centred process. It should be of benefit to a learner and help them feel positive about themselves and their potential to learn.
When preparing a teaching session, I use the following assessment strategies which enable me to capture learners’ starting point: my objective observation of learners, initiate self assessment exercises, groups & one-to-one discussions, practical activities as well as quiz and questionnaires.
Due to nature of the sessions I offer, formative assessment during the lessons normally involve continuing with group discussions and carrying out practical activities.
At the end of a session for summative...
This can be even more effective if approached in a systemic order hence NIACE [National Institute of Adult Continuing Education] campaigns for ‘Recognizing and Recording Progress and Achievement [RARPA]’. This is a staged approach ensuring that the learner is at the centre of learning, goals are recognised and count towards the success of their learning.
The five states of RARPA in their order include: Setting learning aims appropriate to individuals or groups of learners; Initial assessment to establish the learner’s starting point; Identification of appropriately challenging learning objectives; Formative assessment (progress during the program); Summative assessment (review of overall progress and achievement). This may include recognition of learning outcomes not specified during the program.
Initial assessment is a crucial part of the learning journey. It provides the benchmark from which learners’ progress and achievement can be measured. It needs to be done with learners rather than to them. I agree with Green, M. (2003) believing that Initial Assessment should be a learner centred process. It should be of benefit to a learner and help them feel positive about themselves and their potential to learn.
When preparing a teaching session, I use the following assessment strategies which enable me to capture learners’ starting point: my objective observation of learners, initiate self assessment exercises, groups & one-to-one discussions, practical activities as well as quiz and questionnaires.
Due to nature of the sessions I offer, formative assessment during the lessons normally involve continuing with group discussions and carrying out practical activities.
At the end of a session for summative...