Principles of assessment in lifelong learning
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ï»¿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 Aâ levels or GSCEâs Taking the above there are forâs and againstâs 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.
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 TAâs 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.
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
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