Hand Out Assessment and Feedback Hints and Tips There are 3 stages at which we use Assessment as part of a training course: Initial assessment: This Is where you look to assess the initial learner’s entry skills, knowledge and abilities. Initial assessment Is a powerful tool to achieve a range of goals. It allows the teacher to tailor their teaching to the groups knowledge To ensure that the learner matches the entry criteria for the course Identify further support that may be needed, (SOL, innumeracy and literacy etc.
Formative assessment: Assessing while working through the training process. Tracks learner progress Identifies further learning needs of group and Individual Identifies further support if needed, and helps identify potential problems. Summarize assessment: Assessment at the end of the course to: Allow the award of qualifications Ensure learner has gained their required knowledge and outcomes Identify and further training needs after completing the course Who should be involved in the assessment process?
The Learner: Assessment cannot happen without one! If the learner is not involved with the assessment process they cannot receive feedback. Cannot learn from errors and mistakes to help the reflectively learn To allow the learner to express their own needs and understanding Cannot be tailored to Individual situations. The Assessor: Can be the teacher or an independent assessor.
Carry’s out the initial assessment process Ensures learners have attained the required level of knowledge Need to be involved in planning process to ensure they are able to get the required Information Verifier/Moderator: Insures compliance and consistency Insurers that all learners attain at the same level Quality checks teacher and assessor to ensure have fulfilled their responsibilities Ensures that qualifications can be awarded Peer Assessment: Self assessment is principally used in initial and formative assessment periods.
Self- assessment can range from reading through a piece of work to ensure it covers required topics, to reflective exercises to identify further training needs and areas of achievement. It requires the learner to reflect which can drive Kola’s cycle and ensure deep learning. Also can ensure learner is going to meet summarize assessment goals Peer assessment is principally used a feedback tool during the assessment process. It allows learners to get varied opinions and feedback.
Can help peers identify strengths and weakness and give learners an idea of their strengths and areas for development. Constructive feedback should: Be delivered promptly after the assessment, preferably immediately, to help learners reflect and have deep learning Be a two way process, to involve the learner and get their ideas of where things went right and wrong and to assist them with the afflictive process Be motivational, feedback increases confidence and self-esteem and therefore potential attainment.
Be specific, should be about the assessment, and unbiased, without opinion and unnecessary digression Offer choices and solutions, this enables learners to implement solutions and develop potential Only comment on things that can be changed, egg behaviors or values not things that are outside of the learners control. Constructive feedback contributes to the assessment process by: Is essential to the formative assessment process. It allows learners to know how well they are doing.
Stimulates reflective learning, helping them prepare for summarize assessment and enabling them to reach their potential Helps identify further support needs and assistance individual learners my require Effective feedback should be given in a ‘Feedback sandwich’: A positive opener will reassure and relax the recipient of the feedback, always identify something good. It should link with the standards being assessed and be about the individual not compared to other learners.
A developmental statement is the point where you cover wings that can be improved, ideally getting contributions from the learner using open ended questions to get them thinking and reflecting. A motivational Close will incite the learner to take on board recommendations and feeling positive about the outcome. It should inspire ownership of their actions and promote further reflection. I née Importance AT record Keeping AT assessment: For the learner it provides them with records to evidence achievement, progress and support needs. They often need support in storing and recording their information
For the teacher it allows you to informal personal and professional reflective practice, vary assessment methods and compare effectiveness, and be a personal record of work and achievement For colleagues it allows to support team member and learners in the case of absence, to share best practice and experience for future development. Managers it allows performance to be monitored, plan for responsive provision and make strategic and financial decisions Quality and Compliance is enabled to generate comparative analysis across the organization, benchmark performance and ensure contractual compliance.