Formative Assessment Essay Example for Free

Formative judgement EssayThese modes to a fault modify me, as a teacher to measure success at heart the classroom. To evaluate whether cultivation is taking place, there be three appreciatement methods to use. Initial estimation To prise the learning capabilities of the learner an initial estimate testament take place. This will enable me to determine whether there atomic number 18 either learning difficulties that may doctor the learning and education process. Once some(prenominal) difficulties are found the relevant support can be given to the learner. Formative AssessmentThis method is used to monitor the learning show up of the learners during the descriptor. It will enable me to provide feedback on their progress and also give the learner the opportunity to give me feedback on my performance. This method can also highlight ant problems that may subscribe to o be addressed. Summative Assessment Summative estimations takes place at the end of each lam or learning session. It will assess to what extent learning has been achieved and to enable me to re-evaluate my own teaching methods. This will eitherow verifiers to assign course grades and certification.1. 2 EXPLAIN THE USE OF METHODS OF ASSESSMENT IN LIFELONG LEARNING To explain how appraisals show progress and achievement, it is inherent to learn what an assessment is. Assessment for learning is a term used to describe how evidence of school-age child learning is take downed by me the teacher and is used by both bookmans and teachers to decide where a disciple is within their learning and what they motive to do better or to keep to the level that they are work at. Assessment for learning is a very effective way to put on record that learning and good teaching are being achieved.Assessment for learning is a joint process in the midst of student and teacher where both are diligent in an on-going process of student progress and development. The assessment to use will depend on the subject in my case spanish and any requirements of the organisations involved. Although all teachers should use some initial assessment to identify necessitate of the learner and to see if they birth any previous experience in the language work hard-boiled to them which in my subject would be spanish. Assessment methods can be recorded for theme or individualls to reflect on the ability of the students.The student or learning group and the activities you select and the learning outcomes might affect your choice of assessment methods in a lesson. Formative assessment takes place during learning with the purpose of improving learning and involves me as the teacher magnanimous feed back into the learning process to help me as the teacher, to decide whether a student is doctor to move on or fates to practice what is being learnt, or has still yet to learn. It is usually the teachers final decision as to whether a student is ready to move on to the next stage of the course .Formative assessment can take a variety of forms colleague and egotism-importance assessment, verbal and written, questioning and marking. Summative assessment happens at the end of a course. To measure and talk to the student/groups somewhat what they withstand learned so far in the lessons. Summative learning is less about informing and improving the learning process precisely more about measuring the end guide for example end of year exam. 1. 3 Compare the strengths and limitations of assessment methods to meet individual learner unavoidablenesss. scholarly person questioning is an effective way for engaging students within the learning process, obtaining existing knowledge of the chosen course and demonstrating, opinion and sympathizeing of the students enables me to informally yet plasticly assess their knowledge and the takeing of the progress the student is reservation with their studying. For example at the beginning of my micro teach session, which was a De-fra gmentation learning exercise, I asked the group if any of them had any previous experiences.This aided me in what level to teach the group. A good ice-breaker can be used as a group activity, as in my micro teach i got the group to exchange questions and answers with the person next to them to get the group engaged. I then dealt with each learner helpmateless after another by asking them how they were getting on and if they understood the subject. This simple entirely effective method engaged the group, then I could address the learners individually and provide individual needs for the said learner. David Miliband statedWe need to do more than engage and empower pupils and parents in the selection of a school their engagement has to be effective in the day-to-day processes of education, at the heart of the way schools create partnerships with professional teachers and support cater to deliver tailor-made services, In other words we need to embrace individual empowerment within as well as surrounded by schools. References Milliband,D (2004)Personalised learning meeting individual learner needs Published by The Learning and kills Network.2. Understand slipway to involve learners in the assessment process. 2. 1. Explain ways to involve the learner in the assessment process. Carol Boston says Black and William (1998b) define assessment mostly to include all activities that teachers and students undertake to get discipline that can be used diagnostically to alter teaching and learning. Under this definition, assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests.Assessments become formative when the entropy is used to adapt teaching and learning to meet student need. Where and how do we include students in the formative assessment process? What is the role of technology in this feedback cycle? Formative assessment, as I understand it, is an on-going process where both teachers and stu dents evaluate assessment evidence in order to make adjustments to their teaching and learning. Robert Marzano has called it 1 of the more powerful weapons in a teachers arsenal. The formative assessment process can strengthen students abilities to assess their own progress, to set and evaluate their own learning goals, and to make adjustments accordingly. Formative assessment can also elicit valuable feedback from students about what teachers are doing effectively and what they could do better. Student self-importance-Assessment and Reflection Activities which promote meta-cognitive think ofing and ask students to reflect on their learning processes are key to the formative assessment process.When students are asked to think about what they have learned and how they have learned it (the learning strategies theyve used), they are better able to understand their own learning processes and can set new goals for themselves. Students can reflect on their learning in many ways answerin g a set of questions, drawing a picture or set of pictures to represent their learning process, talking with a partner, keeping a learning log or journal, and so on intent Sheets Having students set their own goals and evaluate their progress toward achieving them is an effective part of the formative assessment process.Goal setting has a positive effect on student motivation and learning when the goals are specialised and performance based, comparatively short-term, and moderately difficult. Goal sheets are an effective way to help students set goals and lead their progress. It is best to identify specific goals. For example, I will read in English for 20 proceedings each night is more specific than I will read more. Also, goals need to be manageable in a short period of time and not impossibly difficult.The teacher can personate how to set effective goals and also how to evaluate mavins progress toward achieving them by asking students to periodically write or talk about what they have achieved, what they still would like to achieve, and how they will do it. 2. 2. Explain the role of associate and self-assessment in the assessment programme F. Dochy (2006) said The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms much(prenominal)(prenominal) as self-, peer, and co-assessment.Three questions are discussed (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment (2) in what way can the results be brought together and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article conclu des with some guidelines for practitioners. Principles for utilize self and peer assessment1. The purpose for using self and peer assessment should be denotative for staff and students A major reason for using self and peer assessment is for its role in developing students learnings in improving learning and in helping students to improve their performance on assessed work. Additionally, it has a place as a means of summative assessment. 2. There is no reason why peer and self assessment should not contri plainlye to summative assessment In many such cases such assessment will not contribute a major proportion of the mark until it has been well tested and tested.However, in a well-regulated scheme, there is no reason to limit the proportion of the marks involved. It is in particular distinguished that the principles below are noted. 3. Moderation For any situation in which the mark from peer or self assessment contributes towards the final mark of the module, the member of sta ff should maintain the right to moderate student-allocated marks. The initial footstep in alteration of a student-allocated mark may be negotiation with the student(s) concerned.4. Instances of un comme il faut or unlike marking need to be dealt with sensitively Any instances of collusive (friendship) marking need to be dealt with sensitively and firmly. 5. The quality of feedback on student work must be maintained In situations of self and peer assessment, students are usually in a position to learn more than from situations of tutor-marked work. They learn from their engagement in assessing and frequently from oral, in addition to written feedback.However, the tutor should monitor the feedback and, where appropriate, elaborate it to ensure that students receive fair and equal treatment. 6. Assessment mathematical functions should always involve use of well-defined, publicly-available assessment criteria While this is true of all assessment, it is particularly true where relativ ely inexperienced assessors (students) are involved. The assessment criteria may be developed by the tutor, but greater value is gained from the procedure if students are involved in developing the criteria themselves. 7.Involvement of students in assessment needs careful planning Many students see assessment as a job for staff, but at a later stage they are likely to recognise the benefits to their academic learning and learning development. Initial efforts will take time and tutor support. For these reasons, it is preferable that the use of peer and self assessment is seen as a strategy to improve learning and assessment across a whole programme. The greenness situation is for these assessment procedures to appear in isolated modules, a good deal not at level 1. 8.Self and peer assessment procedures should be subject to particularly careful monitoring and evaluation from the tutor and students menses of view It can take time for such procedures to run smoothly and for this rea son, the initial involvement of relatively few marks or solely formative assessment is wise. Student feedback to the tutor on the procedure will be important. 9. The use of peer and self assessment should be accepted as skill development in itself Such procedures are not just another means of assessment but represent the development of self-appraisal/evaluative, analytical, critical and reflective skills.These are important as employability skills and can be recognised in the learning outcomes of a module. References Dochy,F (2006) Studies in Higher Education. Published by Web of Science(2006) 3. 1. Explain the need to keep records of assessment of learning. Record keeping is part of the role and responsibility of the tutor and some often these records are required by law or codes of practice in the institution or industry. save there are boundaries and legislation regarding what can be collected and kept and how it can be used.The selective information Protection Act 1998 states that records must be kept securely, be relevant and not excessive, accurate and up to date and not kept for longer than needed. Students can request a copy of all information held about them under The Freedom of Information Act 2000. All important things to bear in mind. The need for keeping records I like that you are forced to think about why there are these records, not just what they are or how they work. why are these records being kept, to what end? Track progress Prove achievement. Identify issues such as low attendance / learning difficulties Ensure all sections of course have been completed It could be that a lot of these are required by your institution. But Im not sure thats the best answer because I have to. Take it one step further back and think about why the organisation requires you to keep or bow down them. Once youve thought about what records you need then it is on to how you collect and categorise that information. The types of records you would maintain A lot of this focuses more on the pastoral side, which I think is nice.Make sure you show a variety of types of records, to show you have thought about the full spectrum Attendance and assessment Everything in between Tutorials, one to ones, learning reviews / goals / plans 3. 2. Summarize requirements for keeping records of assessment in an organisation. Recording and Keeping Assessment Results some organisations have a process in place for recording the results of assessments, and so does your Registered Training Organisation. It is not quaint as well for assessors to maintain their own records in case of any follow up or appeals. A generic approach would be tax assessor either records or passes on the results for recording Assessor checks that the result has been accurately recorded Result provided to learner There are several reasons why the results need to be kept Feedback to learner Legislative requirements Record in case of appeal Company records for upcoming facts of life needs Recognition of Prior Learning Another reason to maintain a record is for the recognition of prior learning and credit transfer processes. If outcomes can be matched by different training organisations detailed records of exactly how competency is assessed simplify the process.It also means, the competency a learner has acquired in one environment may be considered in another, different environment. With records a learner can apply to have prior learning recognised often before commencing a new training program. While it is necessary to keep a record of the actual result, it can be useful to also keep lucubrate on how the assessment was made. Training Records and Confidentiality Generally speaking, the only way an external person is able to get at another persons record is with the written permission of the person involved.Access to records must be restricted for the pastime of confidentiality. Generally, managers and supervisors have limited access to personal fi les, but consider Who should have access to assessment records? Why would they need the information? What level of detail do they require? Each organisation will have a insurance and procedures for access that should comply with ethical and legal obligations. It would be worthwhile checking your store policy and procedures in relation to this area.