Reflect on Assessment Methods in Own Teaching Practice
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- Date Submitted: 11/15/2014 09:26 AM
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Reflect on the assessment processes you use in your own teaching. Explain using appropriate assessment terminology and theory:
* What assessment methods you use and why
* How you capture and track assessment data
* How you use assessment data to improve teaching and learning (assessment of and for learning)
* What feedback/forward strategies you use to manage learner expectations and progress
* How management of learner behaviour through differentiation and inclusion impacts on assessment and learning
One of the most widely debated issues in education is the matter of assessment. More specifically its purpose, methods and its efficacy. As Petty (2009) states: “It has been criticised as being in and unreliable, and for distorting both teaching and the curriculum.” However he goes on to acknowledge its unarguable necessity. Assessment is recorded in many different forms. It serves a variety of purposes, but the overarching justification for its use is for the development of and for learning. This essay sets out to examine the key principles of assessment and the relevant theories and practices and how they are implemented and used at Kent Training and Apprenticeships. It will evaluate its effectiveness relating to feedback strategies, behaviour management and inclusion.
Kent Training and Apprenticeships (KT&A) offers a City and Guilds qualification in Customer Services to learners between the ages of sixteen and eighteen years of age and who are not in current employment, education or training (NEET). This is an NVQ qualification and may be a level 1 or 2 dependent on an individual learner’s levels and circumstances. Overall, the course is spread over twenty to thirty weeks and is divided in to two sections. Initially, learners will complete eight weeks in the classroom during which time they will work on five customer service units designed to develop knowledge and understanding of the subject and prepare them for attending...
* What assessment methods you use and why
* How you capture and track assessment data
* How you use assessment data to improve teaching and learning (assessment of and for learning)
* What feedback/forward strategies you use to manage learner expectations and progress
* How management of learner behaviour through differentiation and inclusion impacts on assessment and learning
One of the most widely debated issues in education is the matter of assessment. More specifically its purpose, methods and its efficacy. As Petty (2009) states: “It has been criticised as being in and unreliable, and for distorting both teaching and the curriculum.” However he goes on to acknowledge its unarguable necessity. Assessment is recorded in many different forms. It serves a variety of purposes, but the overarching justification for its use is for the development of and for learning. This essay sets out to examine the key principles of assessment and the relevant theories and practices and how they are implemented and used at Kent Training and Apprenticeships. It will evaluate its effectiveness relating to feedback strategies, behaviour management and inclusion.
Kent Training and Apprenticeships (KT&A) offers a City and Guilds qualification in Customer Services to learners between the ages of sixteen and eighteen years of age and who are not in current employment, education or training (NEET). This is an NVQ qualification and may be a level 1 or 2 dependent on an individual learner’s levels and circumstances. Overall, the course is spread over twenty to thirty weeks and is divided in to two sections. Initially, learners will complete eight weeks in the classroom during which time they will work on five customer service units designed to develop knowledge and understanding of the subject and prepare them for attending...