Principles of assessment in lifelong learning.
(a)Explain the types of assessment used in lifelong learning.
(b) Explain the methods of assessment in lifelong learning.
Observation: The teacher observes the learners performance.
Question & Answers: Assesses the learner’s knowledge and verbal skills.
Assignments: The learners are able to go more in depth with their knowledge and understanding. It also allows learners that struggle under exam conditions chance to prove their knowledge.
Tests: Helps assess the subject knowledge, and demonstrates areas where learners have a strong understanding and areas needing improvement.
Approved Prior Learning (APL): Past learning that can be credited towards a new qualification.
Recognition of prior learning (RPL): Uses learner’s non- certified achievement to demonstrate competence within a unit or qualification.
(c) Compare the strengths and limitations of assessment methods to meet individual learner needs.
As each learner is different you must consider that individuals have different strengths and limitations when it comes to assessments. This is all part of differentiation and inclusive learning.
Group discussion is successful as it encourages the learners to develop their communication skills and allows them to share each other’s ideas and knowledge of a subject. However this method would not work if it was a small group or if your learners were working at very different levels meaning that the less knowledgeable may feel isolated from the group discussion.
Written assignments can demonstrate a high level of subject knowledge, but learner’s that have learning difficulties would struggle without extra help and support to apply their knowledge into a written assignment.
Realistic target setting is a strong assessment method as it is to the point and direct however it does not encourage the learner to push their learning further to develop their knowledge.
Observations and role play test the learner’s knowledge on the spot allowing the teacher to give immediate feedback. This may not suit all learners as some learners may get extremely nervous under direct pressure and not be able to successfully demonstrate their knowledge.
Assessments need to be adapted to meet the need of individual learners. Whichever method is selected to suit the learner the teacher must always ensure that the assessment is ethical, fair and safe.
(a)Explain ways to involve the learner in the assessment process.
(b)Explain the role of peer and self-assessment in the assessment process.
Assessments should help learners realise how they are progressing and what they need to do to improve and progress further.
Learners should be involved in planning the assessments so they can set targets and understand the requirements they need to meet to adhere to awarding body standards. The learner can also arrange with the teacher to be assessed under the conditions they are most comfortable in and suits the learner’s individual needs.
Learners can be encouraged to take part in peer assessments and self-assessments. This can create opportunities to develop their confidence and take ownership of their learning. It also ensures that learners are working under group guidelines and also strengthens group dynamics eliminating any inclusion, constantly reviewing their own progress and achievements.
Self- assessment encourages reflection which is essential for improvement.
(a)Explain the need for keeping records of assessment of learning
(b)Summarise the requirements for keeping records of assessment in an organisation.
Records of assessment must be kept satisfy internal and external requirements. It allows a trail of progress to be recorded and also it proves that the assessment actually took place.
Internally records can keep track of the learner’s achievements and reviews the learner’s progress. It can help document