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Ptlls Unit 012 Essay

822 words - 4 pages

Unit 012, Ptlls. Assignment 3.
There are three types of assessment which can be used in many different styles, the first being initial assessment. We gather information regarding the student, this can be evidence of previous learning, an initial test to determine the present level, or by interview questioning or contact with the student. This helps us build an assessment picture to begin working with. The second being a formative assessment. As the learning is forming, it is helpful to monitor how much learning is taking place, so an ongoing assessment can help with this. The student can be involved in this to inform them of progress. This can also help us understand if the ...view middle of the document...

The feedback to the learner must take into account their own view of self and be specific and focused, finishing by being positive. Butler (1988) informs us ‘ Feedback using constructive comments lead to improved performance – up by 33%. Marking using grades can have a negative effect on learner performance, particularly for low achievers.’ By giving the learner SMART target setting, it is far more clear and structured what needs to be done. This is set out with the structure of being ‘specific’ in what needs to be done, ‘measureable’ to show that learning has happened. ‘Achievable’ to match the ability of the learner, ‘relevant’ to understand how it applies to them and ‘timebound’ to have an end target. (Gravells 2012).
Peer assessment has a positive place in the assessment process. For instance, presentation to the group with feedback can support and encourage the learner. This will not only develop the presenter, but also the peers who are assessing as it will help improve their understanding of the course content. There is also research which does challenge the value of peer assessment. Topping (1998, p. 267) concludes that “peer assessment seems equally likely to contribute to or not contribute to the assessee’s final official grade.” There was also no evidence of a relationship between students’ capacity to mark their peers and their own performance on an assessment task (Bloxham and West, 2004) raising questions about the validity and reliability of the...

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