• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Principles of assessment in lifelong learning

Extracts from this document...


´╗┐Unit 9 The types of assessment in lifelong learning are: Diagnostic assessment: This is to assess past learning and is often used to assess the standards of students before work starts Formative assessment: This is an ongoing assessment to see how learners have taken in information and can be conducted as homework, quizzes or informal discussions. Summative assessment: The concluding assessment to a period of teaching such as A? levels or GSCE?s Taking the above there are for?s and against?s in all the above methods such as the exam environment can put dread into people whilst others revel in it. Many learners are more practical than exam orientated and as such would be better at doing an oral assessment or practical assessment. ...read more.


The formative work is done over a period of aprox 12 months and is a period when assessment is done by workbooks, discussions, observations and witness statements to collate information that will cover the units the learner is doing. If during that time more learning is required then this is identified by the leaner, TA or mentor. The summarative work is carried out by an internal verifier who checks the TA?s work and then at certain times an external verifier from the awarding body will check the files that learners and the training provider have created Another area of summarative work is the functional skills tests which are done as an exam paper. ...read more.


After 3 years they must be shredded. In my other role as an ESR coach we have many types of assessment. These start with the initial assessment which depending on ability can be as simple as throwing a ball and catching to playing a warm up game to identify areas that can be improved. Moving on from this we have a book that is stamped when learners reach certain goals in their development and is normally aimed at the 6-14 age group or those with learning difficulties. For the more experienced player the formative stage would be moving the coaching onto the game situation with the final summarative area being that the learner is applying the lessons learnt into a winning environment Ref http://www.brookes.ac.uk/services/ocsld/resources/methods.html Ref http://www.hampshirecs.org.uk/upload/files/assessment__record_keeping_policy.pdf ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Teaching section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Teaching essays

  1. Methods of Assessment and Monitoring

    Taber (2003) considered this type of diagnostic assessment as a means by which, 'teachers scaffold learning by highlighting relevant prior learning and helping learners reorganise it into the most suitable configuration for facilitating new learning'. Thus it provides a means by which individual progression can be attenuated and organisation for learning and differentiation can be ascertained.

  2. Pupils With Learning Difficultiesm and precision teaching.

    (v) What level of performance should be expected?: This is a vital question facing the classroom teacher, often several times a day, in relation to children with difficulties in learning. In the absence of empirical guidelines from educational research for setting criteria levels of performance which will lead to proficient skill

  1. 2b Assessment of Learning

    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.

  2. Validity of eer Assessment

    This understanding of how students learn, as individuals and within a learning community, can be a significant factor in understanding how effective PSA can be. When PSA is integrated into a learning environment it generates formative assessment that can lead to authentic and meaningful summative assessment.

  1. Sexuality education is the lifelong process of building a strong foundation for sexual health

    27% were "very comfortable" and 29% were "kind of comfortable" talking to their parents about the basics of sexual reproduction; and 43% were "very comfortable" and 38% were "kind of comfortable" talking with their parents about what it means to be gay.4 Research shows that parents and children do discuss

  2. The Role of Assessment.

    These factors include the sort of activities, books and language used, attitudes to reading and success at school and the parental contributions towards informal and formitive feedback. Gipps and Stobart (1993) suggest that parental advice and attitude towards school achievements is far more widespread in middle classes.

  1. Question of trust

    187,193), and interpretive, because she determines the significance of what she observes without gathering broad, statistical information. (p. 194,195).Researching student resistance on a podium of trust, by a young novice ethnographer has thrown into, sharper relief the issue of the usefulness of research and that of objectivity versus subjectivity.

  2. How would I define assessment?

    It generally provides a concise summary about the students' abilities which the general public can easily understand such as pass/fail or A, B, C, D, E... However it is not useful for communicating complex data about a students' abilities. Formative allow a more detailed opinion of their abilities which can be used to inform further study.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work