Principles of Assessment in Lifelong Learning
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Unit 012
Principles of Assessment in Lifelong Learning
According to Gravells (2012) there is a process and methodology that can be used when assessing students, she gives the example that the teacher can utilise this type of structure. There should be an initial assessment at the beginning of the session, a formative meeting, which is an ongoing process, where the teacher and student get a chance to discuss process made, and a summative meeting to end to evaluate. In my practise I understand this to be when the students arrive we have an informal conversation about the criteria that is required throughout the sessions, boundaries are set and an assessment sheet is completed, containing relevant information to the course. A formative meeting is held between me and the other instructors, where at this point we will be highlighting any areas of good practise and any areas that may need further support in training. I find the formative meeting a really important stage in the learning process, because it is at this point if there are any areas which the student is struggling with we can discuss it , reflect on how the students feels that they are doing and be open and honest if there are any areas of concern. We would set out an action plan with clear instructions on what needs to be achieved, so that the student is aware and by doing this it is ensuring that I have evidence that I have been supportive and put interventions into practise to try and ensure the student meets the targets in order to pass the course. This evidence is then discussed in the summative meeting and if the student has met the target set out in the action plan then they have successfully passed the course, however if they have not, then there is a clear line of accountability that is evidenced throughout the process of assessment.
Gravells (2012) states that formative assessment should take place continually throughout your students’ time with you and allow for development to take place. If...
Principles of Assessment in Lifelong Learning
According to Gravells (2012) there is a process and methodology that can be used when assessing students, she gives the example that the teacher can utilise this type of structure. There should be an initial assessment at the beginning of the session, a formative meeting, which is an ongoing process, where the teacher and student get a chance to discuss process made, and a summative meeting to end to evaluate. In my practise I understand this to be when the students arrive we have an informal conversation about the criteria that is required throughout the sessions, boundaries are set and an assessment sheet is completed, containing relevant information to the course. A formative meeting is held between me and the other instructors, where at this point we will be highlighting any areas of good practise and any areas that may need further support in training. I find the formative meeting a really important stage in the learning process, because it is at this point if there are any areas which the student is struggling with we can discuss it , reflect on how the students feels that they are doing and be open and honest if there are any areas of concern. We would set out an action plan with clear instructions on what needs to be achieved, so that the student is aware and by doing this it is ensuring that I have evidence that I have been supportive and put interventions into practise to try and ensure the student meets the targets in order to pass the course. This evidence is then discussed in the summative meeting and if the student has met the target set out in the action plan then they have successfully passed the course, however if they have not, then there is a clear line of accountability that is evidenced throughout the process of assessment.
Gravells (2012) states that formative assessment should take place continually throughout your students’ time with you and allow for development to take place. If...