Ptlls Theory 7

A vital part of the learning process is Assessment. The right assessment method must be chosen by the Teacher to ensure the Student receives a suitable level of learning based on their key skills, current knowledge and experience.
We use the general term assessment to refer to all those activities undertaken by teachers -- and by their students in assessing themselves -- that provide information to be used as feedback to modify teaching and learning activities. Such assessment becomes formative assessment when the evidence is actually used to adapt the teaching to meet student needs.

Black, P. & Wiliam, D. 1998. Inside the Black Box: Raising standards through classroom assessment, King’s College, London

I have split the assessment process into 3 stages for discussion:
Initial Assessment:
This provides the information needed to plan an individual’s learning and improve their chances of learning effectively. Without this process we would only assume. Learners themselves bring assumptions about learning, based on the past, and some of these may get in the way of looking ahead to a new way of learning.

This process is started on the first day of learner contact. A range of methods are used in my sector. An initial discussion is completed questioning prior achievement and experience plus what they wish to achieve and how it will be of use. Literacy and Numeracy are tested by a short diagnostic, to ensure they have suitable level of competence to complete the portfolio evidence.

It is vital to ascertain what they wish to achieve and how they wish to progress as if the content is not as expected it is unlikely they will complete the qualification.

The initial assessment will then form the individual learning plan (ILP) for each learner.

Formative Assessment
This is ongoing and identifies strengths and weaknesses with the student throughout the course, feedback should be provided through this process to help progression to the end goal.