Assessment of Learning
Assessment does matter. It matters to students whose awards are defined by the outcomes of the assessment process; it matters to those who employ the graduates of degree and diploma programmes; it matters to those who do the assessing. Ensuring that assessment is fair, accurate and comprehensive - and yet manageable for those doing it-is a major challenge. It is a challenge, which has been grappled by many.... Despite the fact there is a considerable body of international research about assessment and related issues, we experiment largely in the ignorance of the way others have effected positive change, and we have limited opportunity to learn from the lessons of others.
(Brown S and Glasner A, Race 2001)
The Learner Group
The group consists of nine learners, four are male and five are female. The group are all learners with moderate learning difficulties and are from white backgrounds. This is a group of school leavers, aged 16-19 yrs old on a full-time course working towards the Edexcel Skills for Working Life Entry-Level qualification. Many of the learners in this group have not previously attended mainstream schools, for a variety of reasons. Including disabilities such as dyslexia or deafness and many have behavioural problems that contribute to a low attention span.
Course learners are completing
In order to describe the assessment of learning strategies utilised during my teacher training, I have chosen a group of students from Edexcel Skills for Working Life Entry-Level to use has my example. I have taught this group in two hourly sessions once a week since September 2003. The subject I teach is Assertiveness Entry Level 2. By the end of the academic year the learners must produce evidence that they can:
* Recognise feelings of happiness, sadness, confidence, shyness and anger in themselves.
* Recognise feelings of happiness, sadness, confidence, shyness and anger in others.
* Give examples of situation that can lead to these feelings
* Recognise the way people behave when they are happy, sad, confident, shy and angry
* Give examples of situation that can lead to a change of feelings
* Describe some ways that behaviour affects others.
The evidence of these capabilities, takes the form of a portfolio of designed to incorporate all the Assertiveness skills they have achieved during the academic year. These are marked internally and a sample group is taken for external verification. There is also an end of year assignment, which is designed by lecturers and is marked internally and by external verifiers. Each learner is expected to achieve a satisfactory mark in order to achieve a pass in the Edexcel qualification.
Assessment does matter. It matters to students whose awards are defined by the outcomes of the assessment process; it matters to those who employ the graduates of degree and diploma programmes; it matters to those who do the assessing. Ensuring that assessment is fair, accurate and comprehensive - and yet manageable for those doing it-is a major challenge. It is a challenge, which has been grappled by many.... Despite the fact there is a considerable body of international research about assessment and related issues, we experiment largely in the ignorance of the way others have effected positive change, and we have limited opportunity to learn from the lessons of others.
(Brown S and Glasner A, Race 2001)
The Learner Group
The group consists of nine learners, four are male and five are female. The group are all learners with moderate learning difficulties and are from white backgrounds. This is a group of school leavers, aged 16-19 yrs old on a full-time course working towards the Edexcel Skills for Working Life Entry-Level qualification. Many of the learners in this group have not previously attended mainstream schools, for a variety of reasons. Including disabilities such as dyslexia or deafness and many have behavioural problems that contribute to a low attention span.
Course learners are completing
In order to describe the assessment of learning strategies utilised during my teacher training, I have chosen a group of students from Edexcel Skills for Working Life Entry-Level to use has my example. I have taught this group in two hourly sessions once a week since September 2003. The subject I teach is Assertiveness Entry Level 2. By the end of the academic year the learners must produce evidence that they can:
* Recognise feelings of happiness, sadness, confidence, shyness and anger in themselves.
* Recognise feelings of happiness, sadness, confidence, shyness and anger in others.
* Give examples of situation that can lead to these feelings
* Recognise the way people behave when they are happy, sad, confident, shy and angry
* Give examples of situation that can lead to a change of feelings
* Describe some ways that behaviour affects others.
The evidence of these capabilities, takes the form of a portfolio of designed to incorporate all the Assertiveness skills they have achieved during the academic year. These are marked internally and a sample group is taken for external verification. There is also an end of year assignment, which is designed by lecturers and is marked internally and by external verifiers. Each learner is expected to achieve a satisfactory mark in order to achieve a pass in the Edexcel qualification.
