Unit 301 1.1
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Unit 301 - 1.1
Explain the functions of assessment in learning and development
To assess occupational capability and competence, knowledge and skills level
To understand what support and at what level a learner may require that support
To understand the preferred learning and teaching style of the learner- visual, practical or (test copy)
To provide data that can be used for quality-assurance and improvement purposes
Measure cohorts of learners’ achievements against standards/performance criteria/assessment criteria
Measure achievements against national benchmarks or targets
There are three styles of assessing –
Initial assessment
to ensure that resources and outcomes at place of work meet criteria and finding out about the learner completing skill scans, IAG, assessing functional skills in Mathematics, English and often ICT to ensure that the qualification recommendation is appropriate to the learners abilities and working environment
Formative assessment
Giving continual feedback to the learner on their progress both in an informal and formal manner and should be delivered in a way that is both sympathetic and motivational to the learner.
Feedback should help build and improve both the knowledge and competency of the learner and can cover distance travelled and stretch and challenge.
Feedback can be given during an observation – coaching/teaching
A review of works carried out or completed before formally reviewing the learners work, feedback can be written or verbal but should highlight any developmental improvements that are required to shape the learners future performance
Reflecting on formative feedback given to a learner will also help me evaluate my assessment practises
Summative assessment
Measure the learners performance against set criteria, make decisions on the levels of performance.
Examples-
Completion of qualification, unit completion, tests/exams and observations carried out in the work place.
Summative...
Explain the functions of assessment in learning and development
To assess occupational capability and competence, knowledge and skills level
To understand what support and at what level a learner may require that support
To understand the preferred learning and teaching style of the learner- visual, practical or (test copy)
To provide data that can be used for quality-assurance and improvement purposes
Measure cohorts of learners’ achievements against standards/performance criteria/assessment criteria
Measure achievements against national benchmarks or targets
There are three styles of assessing –
Initial assessment
to ensure that resources and outcomes at place of work meet criteria and finding out about the learner completing skill scans, IAG, assessing functional skills in Mathematics, English and often ICT to ensure that the qualification recommendation is appropriate to the learners abilities and working environment
Formative assessment
Giving continual feedback to the learner on their progress both in an informal and formal manner and should be delivered in a way that is both sympathetic and motivational to the learner.
Feedback should help build and improve both the knowledge and competency of the learner and can cover distance travelled and stretch and challenge.
Feedback can be given during an observation – coaching/teaching
A review of works carried out or completed before formally reviewing the learners work, feedback can be written or verbal but should highlight any developmental improvements that are required to shape the learners future performance
Reflecting on formative feedback given to a learner will also help me evaluate my assessment practises
Summative assessment
Measure the learners performance against set criteria, make decisions on the levels of performance.
Examples-
Completion of qualification, unit completion, tests/exams and observations carried out in the work place.
Summative...