The Ideas Of Assessment In Lifelong Learning Education Essay

The aim of this evaluation is to analyse how diagnosis methods are being used in lifelong learning, examine strengths and limits of the, how to require the learner in the assessment process, analyse peer and home- evaluation role and justify the need for keeping records of assessment.

Assessment as an evaluation tool "includes checks and observations that tutors, use to determine how well the students has achieved the aims "(Reece and Walker, 2008, p. 5) and regarding with Alan Rogers (1994, p. 172) evaluation is "a collection of data which we base our evaluation".

On my potential Teacher role I am seeking, e-QAS uses a different selection of evaluation methods including: original assessment, diagnostic analysis, work product, improvement review, practice exams, exams and observation.

At e-QAS these subject matter, (Literacy & Numeracy, IT or NVQ) are evaluated following the evaluation cycle; it's commence with an initial assessment which enable tutors to identify the relevant levels of learners, the mandatory skills, existing knowledge and will ensure that learners needs are met; I am going to keep records of the showing planning and identical opportunity for all learners. . Through the average person Learning Plan (ILP) I am going to set appropriate targets decided with learners choosing suitable methods of evaluation to each learner. The information I am going to keep show that their course has been planned and how it will aid their development. For recognition of relevant effects I could use Bloom's verbs and that learning can be measured as Gravells affirms (2008, p. 31)"when planning, you need to consider which website you want to attain".

I have designed an ESOL Entry Level 2 session for observation. The aim of my English course is a product on communication skills. The program includes activities to determine learners' skills in speaking, reading & writing. Reading & Writing skills are evaluated as whole group activities; Speaking skills are assessed with learners in groups of 3 using differentiated diagnosis tasks. Component skills in the examination enable me to get an overview of learners' talents and areas for development within each of the component skills included.

Language: Students will establish their vocabulary and ability to utilize words, phrases, and different grammatical structures as a way of enhancing communication.

Writing: Students will write in a number of situations (over time, in cooperation, or together) increasing their written skills.

Materials: Potatoes numbered 1-15; glossaries of key phrases; handouts

Time Body: 25-30 minutes

General Methods:

-Students are certain to get into sets of three and receive a numbered potato

-Each group could keep the number on their potato " inside info " from other groups

-Groups will collaboratively write a description of their potato not using the quantity on the potato as part of the description

-The potatoes will be gathered and displayed

- Groups will take converts reading their information while others do you know what potato has been described


Cognitive: When offered a potato, the students will identify and write key characteristics from it down with 80% correctness.

Procedure: In organizations students will collaboratively chose what characteristics are unique with their potato. They'll then write these characteristics down. They'll later read their information aloud to peers. Their peers will determine what amount potato the group was describing. If their peers are unable to guess accurately from their group description they will need to bolster their written communication by placing even more specific details and information to their potato writing.

Assessment type: observation, peer evaluation, written work product, Q&A

Affective: Students will write in their journals and orally discuss their thoughts about their experience with the potato writing activity.

Procedure: After the potato activity is completed students will be asked to singularly write in their journals for 5 minutes reflecting on their feelings generated from the potato activity. Some writing prompts might include questions such as: How do you are feeling when you learned you couldn't use the potato's number in your information? Does you think it is easier or harder to create in groups and just why? What are your feelings toward using information in writing? What exactly are your overall thoughts toward the potato writing activity and why? The prompts allow students expressing their feelings. Following the completion of journal writing the students will be asked to share what they wrote with a partner. Finally, each partner-group will report their conclusions to the whole class.

Assessment type: reflective accounts, work product, oral Q & A, peer assessment

Physical: Students use many of their senses such as touch and view to complement verbal descriptions to specific potatoes with 80% accuracy.

Procedure: Following the potato writings are complete, the potatoes will be arbitrarily placed on a large table. Students will have a chance to gather about the table and in physical form touch and look at the potatoes while one group reads their potato explanation aloud. (Categories will take turns reading their potato writings and increasing to the desk. ) After using touch and eyesight the students at the table will have to agree upon two potatoes that best fit the information of what was read aloud. If one of their guesses is appropriate they will give back the potato to the group who read the description. If their guesses were incorrect the potato will remain unknown and stay on the table. Teams that didn't match a potato to a verbal description correctly will have another chance to produce a match after all of the groups insert more descriptive descriptions into their potato writings.

Assessment type: dental Q&A, conversation, written work, presentation

Effective assessments inform planning and allow more focused and appropriate coaching. Assessment can help learners to develop their own skills, acknowledge success and increase drive; it provides objective information to help me responding to learners needs, giving them constructive opinions and examine that the procedure aims are being fulfilled effectively. I used different kinds of analysis methods; Q&A, written work, peer diagnosis, observation and each has strengths and limits (See handouts). I'll keep records of these as proof learning, financing and audit purposes. Observation and peer evaluation are methods which promote learner engagement and consolidate learning evaluating several areas of their performance. Facilitating peer assess on my treatment, the group confirmed inclusivity, dependability and authenticity. Inclusiveness is the key driver for learners especially on peer examine as they are mixed up in decision making; demonstrate approach in terms of validity of the product of work and present them more autonomy over their learning.

I choose and applied the right assessment solutions to the learning outcomes following a key rules and concepts; Valid, Authentic, Consistent, Sufficient, Reliable, and Inclusive; the evaluation methods adhere to e-QAS insurance policies and steps including: 'Data Safety Work 1998', 'Equality for Opportunity', 'Health and Safe practices'. I am going to keep details to provide proof my analysis decision to the quality assurance purposes. This is organised by the e-QAS; a reference to its storage area location is documented to build an audit path for verification.

Assessment will increase the quality of learning and teaching if information gathered

has a clear purpose, is collected systematically and is employed appropriately. Records

must gratify auditors, inspectors, regulators, verifiers inner and external quality

assurers, my organization's requirements and really should be ongoing.

Recording provides a platform that we (tutors) can bottom our reporting to

others (acquaintances, firms), will screen the effectiveness of teaching and

learner's progress, goals, and attainments in course. I will track record each learner only

what is useful and relevant for next steps in learning. Data are considered at the end

of a well planned learning and coaching being used for analysis. They need to be up to

date, correct and legible. Data are useful for e-QAS purposes such as: appeals,

equal opportunity and financing purposes. Record keeping may constitute a stronger

challenge to teacher performance.

Each learner is, independently assessed by observation, dental and written questions examining the learners' competence and underpinning knowledge (understanding). The prompts questions I used for my learners and the handouts are the same ensuring that equality for those is applied. For his or her written work has been allocated more time to make use of the glossaries.

As the lesson activity has group work, I have decided to praise the most productive group rewarding them for their results which includes the 'Self-esteem' level on Maslow's theory. Using various learning styles, formative and summative assessment, providing a protected climate, excellent pastoral and learning support has helped increase learners' inspiration, resulting in better retention and progression rates.



References List & Bibliography:

Reece, I. , Walker, S. (2008), Teaching, Training and Learning: a functional guide (6th Ed). Tyne & Wear : Business Education Publishers Ltd

Alan Rogers(1994), Coaching People: Buckingham: Open up University Press

Gravells, A. (2008) Getting ready to Instruct in the Lifelong Sector (3rd Ed) Exeter: Learning Matters Ltd.

Curzon, L. B. (1997), Teaching in Further Education: an overview of key points and practice, fifth model, Cassel

Drummond, Mary Jane. 1994. Understanding how to See: Assessment through Observation. York, Me personally: Stenhouse.


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