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Principles Of Assessment In Lifelong Learning

1552 words - 7 pages

Unit 012
Principles of Assessment in Lifelong Learning

According to Gravells (2012) there is a process and methodology that can be used when assessing students, she gives the example that the teacher can utilise this type of structure. There should be an initial assessment at the beginning of the session, a formative meeting, which is an ongoing process, where the teacher and student get a chance to discuss process made, and a summative meeting to end to evaluate. In my practise I understand this to be when the students arrive we have an informal conversation about the criteria that is required throughout the sessions, boundaries are set and an assessment sheet is completed, containing ...view middle of the document...

If you refer to Unit 009 – Understanding Inclusive Learning & Teaching in Lifelong Learning it states that each student needs to do some research in order to complete part of the course. I use this as part of the assessment process. I can find out the students knowledge by asking them individual questions or in groups, about the subject in which they have researched. I find this very useful especially during a formal assessment process. I ask the students questions to check their understanding. I do not lead the conversation but I try to probe further to try and obtain a more detailed response. During our restraint course the student is given mid-course feedback, this helps the student understand if they are meeting the pass criteria, this also gives the student a chance to feedback to us about how they feel the assessment is going. I show the student a copy of the criteria and we break each section down. I find this useful as the student can give me their feedback on how this is going to them. I give each student constructive feedback and I always encourage them to ask me questions as we go along. Some students are very apprehensive about doing this so sometimes I need to use other ways in order to asses the student. So therefore I offer students the chance to e-mail over any questions or come online to an online meeting. I have found this very useful in the past for some staff, especially those who have childcare issues and need to leave the course on time. All students are also given our phone number to contact us at anytime if they have any concerns throughout the course. After the mid-course feedback I can then produce a written report on each student’s strengths and weaknesses. Gravells (2012) states that you may have a learner who has achieved an aspect of a qualification or programme elsewhere. Depending upon the evidence they can produce in support of it they might not have to repeat some or all the requirements. This is the case when we do out Basic Life Support Courses or CPR. If a student can produce a certificate that has been dated within the last 12 months from either St. Johns Ambulance or a recognised NHS Trust then they do not have to complete all aspects of the course.
Reid (2011) says that you can use other learners if, for example, they observed your learner… However, you need to be sure that their accounts are reliable and authentic. I understand this to mean that peer feedback is a very useful tool to have, providing that it is accurate and that the person giving feedback was present at that point in time. We use written and verbal peer feedback on our restraint course. We use it on the last day when we have completed the role plays. I sit the students down and speak to them about how they felt the role play went, if they felt they could have done anything any differently and if they were to be in that situation again what would they have done anything differently? After I have spoken to the group of students who were...

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