City & Guilds in the Lifelong Learning (7304) Unit 3 Principles & Practice of Assessment Name: Janet Winn University/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…
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 ...
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The Commission further states that life-long learning activities encompass formal, non-formal and informal learning which starts from pre-school to post-retirement (Davey and Tatnall 242). Examples of life-long learning activities include pursuing a masteral or a doctoral degree, attending seminars, workshops, conferences or undergoing on-the-job training programs.
This research is governed by the following objectives: assess the importance of practical and outdoor lessons for primary school children and the popular strategies for the teaching of practical geography at that level; identify the key motivators and supporters of interest and attentiveness amongst primary school children in geography practicals and outdoor sessions.
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This is followed by individual work or group work then gathers the learners and shares the progress or the study problems. Depending on the lesson length, the cycle can be repeated twice. Most students prefer use of
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