Teaching in the Lifelong Learning - Dissertation Example

? & Guilds in the Lifelong Learning (7304) Unit 3 Principles & Practice of Assessment Janet Winn College: Beeston Lecturer: Wagdy Matta Date: 20th June 2013 Unit 3: Principles and Practice of Assessments Introduction I work at the Social Inclusion Centre and teach multimedia because it is a subject area which incorporates social media. I have chosen it because it is a part of everyone’s daily life and it helps students to interact well with their peers and tutors. The students gain essential information to enable them handle numerous issues arising in the modern world. My learners consist of adults who have different mental health problems, which limited their access to education in the earlier years. With the increasing internet usage, these individuals become left out due to lack of the necessary equipment and sufficient knowledge to engage in social media chats. The assessment requirements for the program include a diagnostic assessment aimed at establishing the students’ requirements, a formative assessment aimed at ensuring skill acquisition, and a summative assessment occurring at the end of the program to establish the achievements of the entire program. The various assessments all occur during the program, and ensure that the necessary corrections are included within the program for improvement. The purpose of the assessment is to collect sufficient information to enable the teacher to understand the requirements of the different students. The mental health challenges facing the individuals I teach present them with special educational requirements to understand the content of the various learning programs. An initial assessment is, therefore, fundamental in enabling teachers to understand the students’ requirements, and to help them develop teaching programs seeking to satisfy these requirements (McMillan, 2009). A diagnostic assessment performed at the beginning of the program determines where the student shall be placed at beginning of the program. As individuals having impairment in cognitive skills, diagnostic assessment enables teachers to determine the beginning level for the various students. This occurs through providing questionnaires to the students at the beginning of the program to assess their cognitive capacity. The students are then placed according to the different cognitive capacities displayed. Principles of assessment The principles of assessment are inclusive of many elements aimed at providing overall efficiency in establishing the outcome of an educational learning program. These principles consider many elements of the students, and their skills as well (Gravells, 2011). The principles seek to offer sufficient capacity and opportunities for students to learn through assessment. By understanding the students’ capability, students are challenged to pursue what they do not understand, consequently, increasing their capability to learn. When I will be designing the assessment, I will have to consider the following principles: I will have to consider the relevance, reliability, Validity, practicability and manageability of the assessment criteria (McMillan, 2009). Validity of the assessments ensures that the tasks and criteria of the assessments measure the ability of the students to attain the learning objectives at a suitable level. For example, I may not use an assessment criterion that has extreme expectations from students. The principles have to be reliable for the students and the teacher too. This means that there ought to be a consistency in achievement of the objectives amongst students. The assessment criteria have to be transparent and clear. For example, the criteria have to be straight to the point without bringing confusion. They also have to be relevant to the objective and manageable (McMillan, 2009). Formative Assessment Formative assessment refers to the assessment conducted throughout the program, with an aim of establishing students’ progress and attainment during learning. This usually involves qualitative feedback for both teacher and student and it focuses on performance and content details. The teacher is able to understand the topics causing significant problems for the students, and those that require revisiting. Formative assessment supports both students and teachers in making decisions during the learning and teaching process. It is often the opposite of summative assessment, which takes place at the end of the lesson to ensure that students have attained the learning objective (Tummons, 2011). Daily exercises also provide formative assessment and enable teachers to establish students’ understanding before moving to next topic. Formative assessment is also undertaken through observation and discussions. Examples of formative assessment include: A teacher may ask the students about a topic (brainstorming) such as the functioning of a hot- air balloon. This assessment makes the teacher identify what the students already know about the hot air-balloon. Summative Assessment This is the opposite of formative assessment and normally occurs after the completion of a program. This assessment is commonly utilized in making a final judgment regarding the outcomes of the learning experience. This occurs through the final exam administered following completion of program. The learner sits for an example that tests his/her ability attained during the learning course. The assessment allows issuing of certificates indicating successful completion of program. The assessment cannot be utilized in improving the program, as it is aimed at presenting the final grade to the students. An example of a summative assessment is taking or sitting for exams or tests. Peer Assessment Peer assessment could be defined as the assessment occurring between students based on benchmarks designed by the teacher. This method can also be referred to as self-assessment as students are able to assess themselves using a set of standards from the teacher. The method promotes learner involvement by engaging learners in conducting assessments on fellow learners, based on components presented by the teacher (Gravells, 2011). Through their involvement in the assessment process, the students gain a sense of responsibility, and also acquire a sense of belonging as they feel part of the process. Through this, students are encouraged to read more to be able to understand the various topics that will help them to efficiently assess others. This type of assessment is significant in enhancing the participation of students, and in turn increasing their understanding. Psychologically, this assessment could have a surmountable impact on the students as they perform a responsibility normally assumed to be for the teachers. This could potentially motivate the students towards working harder, and also encourage them to become trainers and teachers in future. Self assessment exercises Self assessment exercises are also useful in helping the learner to be able to develop a better way to know what this expected of them and what they will need to learn. These assessment exercises are used to help the individual learners to have a way to understand their abilities in their weaknesses in the program. They also help me as the instructor in knowing how to deal with each individual person in the classroom (Black, 2004). Strengths and of self and peer assessment Teachers will be managing their time efficiently while the students grade their papers in an effective setting. Since students will be grading themselves, it means that they will save the teacher some time. Students will be capable of taking their time to correct each other’s mistakes (Black, 2004). This self grading amongst students will ensure that there is a speedy feedback. Limitations of self and peer assessments Since students will be grading themselves, they are bound to make numerous errors because they do not have the experience in grading as much as the teacher has the experience. These are also students with mental problems and this self and peer assessment may prove to be quite challenging (Black, 2004). Feedback Feedback and questioning are integral components of assessment. This is because assessment requires sufficient communication between teachers and students. Normally, some informal assessment techniques involve teachers having discussions with their students to be able understand their requirements. Instances where discussion between teachers and students become necessary include when questions become inevitable, and when feedback is necessary. These discussions normally occur through interactive sessions of questions and answers. Discussions normally involve open ended questions as these allow students to present all the information available. Open ended questions present an unlimited capacity for the students to explain different essential elements, as desired by the teachers. Through open ended questions, teachers are able to gain meaningful information as students are allowed to give their opinions and ideas. Communication of Assessment Communication of assessment information to various stakeholders remains essential in establishing the efficiency of the program through evaluation. Students require information regarding the various assessments as this enables them to compare themselves with others. Having sufficient information helps the students to prepare sufficiently for the assessment. This psychological preparedness ensures that the results obtained are reflective of the actual outcomes of the learning program by presenting accurate information. This is done by verbally informing the students about the impeding assessments, and consequently preparing them for the assessment. Assessment feedbacks are normally given verbally for informal assessments, and non-verbally for many formal assessments. Non-verbal feedback is delivered through the communications delivered on the various multimedia methods. Personal results are normally delivered through emails sent to the students. By utilizing these communication methods, students are increasingly offered opportunities to utilize some skills learnt in class. Many written feedbacks are delivered through multimedia modes, as a way of encouraging the practice of things learnt in classrooms. An external organization like the rowan organization shall be engaged in the assessment of changes experienced in the students. The organization is involved in supporting individuals with different disabilities overcome various challenges facing them. The assessment provided by this organization would provide sufficient support for the individuals to become independent within their societies. The organization would provide sufficient formal support through professional information and resources, as they have immense understanding of the various challenges facing disabled individuals within the country. Following completion of the program, the individuals will have increased opportunities for ensuring independence. Assessment Methods (Validity, Authenticity, Currency, Sufficiency and Reliability) In giving these assessments, there are some critical factors which I have to consider as an instructor. Assessments are only effective only if they are done in the right way and at the right time (Black, 2004). In this regard it is always essential to understand that validity, authenticity, currency, sufficiency and reliability of the Assessment techniques are in place. An assessment can be considered to be valid only if they are able to meet the thresh hold of course being taken. The assessment also has to be authentic in order to be assured that the scores the students get reveal exactly how they are progressing in the course. For instance, for an assessment to be authentic, it must be conducted in a manner that really tests the students (McMillan, 2008). Various assessments undertaken within this program seek to provide sufficient evaluation of the cognitive capacity for these mentally impaired individuals to understand multimedia studies. Existing government policies seek to enable the population to become literate in terms of computers and computer related operations. As an informal program, this program does not have limitations on the individuals enrolled into the program. All volunteers are assessed to determine their capabilities for subsequent enrolment into the program. Some individuals showing extreme mental impairments are referred to psychological professions. The input of mental health professionals efficiently is reliable and assists the teachers in understanding the mental challenges facing different students. This is normally undertaken to ensure individuals with minimal capacity to comprehend education related matters do not become rejected by the project. This requirement seeks to comply with government policy for discrimination and education for all. The assessments undertaken that are valid at the various stages of the program fall within two broad categories. These include formal and informal assessments. Formal assessment utilizes data such as the grading and awarding of marks based on a gradable assessment undertaken by the teachers. These assessments are normally established through continuous testing, and statistical data is utilized in determining the conclusions based on the achieved results. Informal assessment, on the other hand, utilizes content and performance as the methods of assessing students’ achievement. The method utilized in undertaking these assessments is determined by the desired outcome of the learning experience. Formal assessment is common when the students’ performance requires to be measured against that of others. Informal assessment, on the other hand, can be applied in establishing an improvement from a certain outcome. In my class, I utilize informal assessment to establish if multimedia studies increase internet usage among the students. In establishing the mental capacities for different individuals showing difficulties, a series of assessments are made to enable a comprehensive conclusion. This consequently results in the development of a proper program for the particular individual. While undertaking diagnostic assessment, other than the questionnaires given to the individuals, medical reports about the mental conditions also offer assistance to teachers. The medical professionals provide professional assessment of cognitive capabilities, sufficiently providing valid professional information regarding the mental capacity for various individuals. (Assessment Cycle-Appendix 1) Assessment records It is critical for the teacher to keep a record of the assessments. This can help the teacher identify whether the student is making progress in the learning process of not making any progress at all. One the teacher keeps a record of each student’s assessment details of the previous lessons; he can also identify the student’s weakness and strengths. These records help the teacher in identifying the most appropriate teaching technique to use for each student. Lessons plans that show assessment methods Lesson 1: Differences in learning amongst students Various ways of learning for students with outstanding learning needs: This includes students from diverse cultural backgrounds. There will also be formulation of schemes that address the differences. Lesson 2: Social interactions and learning environments The teacher will design a learning environment that promotes active participation in group and individual activities. Lesson 3: Instructional strategy The teacher will design technologies and procedures that educate students with a slow learning capability. Conclusion Through the assessments undertaken upon different students, positive changes become analyzed and sufficient changes incorporated into the program, for improvement. Following formative assessment, various challenges facing the students become identified and appropriate actions taken to improve the students’ performance. The next assessment sessions for individuals whose programs have been changed seek to evaluate improvements achieved. This serves as a platform for evaluating the teaching methods applied and their efficiency. The discussions occurring between the teacher and students also serve as a platform for undertaking self-evaluation. Through the discussions, students could identify the most interesting methods which would consequently enable overall evaluation of the teaching process, through application of methods which appear interesting to the learners. These methods enable learners to comprehend many components of the study, consequently increasing their interest on various education related issues. References Black, P. (2004). Working inside the black box : assessment for learning in the classroom. London, UK: Granada Learning. Gravells, A 2011,Principles and Practice of Assessment in the Lifelong Learning Sector, London, Sage Publication. McMillan, J. (2008). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (4th Edition). London: Corwin Press. McMillan, J 2009,Classroom Assessment: Principles and Practice for Effective Standards- Based Instruction,New Jersey, Pearson Education. Tummons, J 2011,Assessing Learning in the Lifelong Learning Sector, Glasgow, Learning Matters. Assessment cycle The ultimate need for assessment is to identify the student’s needs and meet them. In this case, there is always a need for feedback. Feedback from the teacher comes in the form of coming up with ways to make up for ways to meet the needs of this students. After that, the teacher should then be able to give more assessment to determine if the student has improved. (Appendix 1) Read More