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Principles of Assessment in Lifelong Learning

Principles of Assessment in Lifelong Learning
by

catherine nicholl

on 20 March 2013

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Transcript of Principles of Assessment in Lifelong Learning

Initial Formative Formal and Informal Quizzes Summative Assignments
Essays
Exams Enrollment Forms/Application Form
Face-to-face Interview
Any previous knowledge
Diagnostic Assessments Oral Questioning Homework Mock exam
Observational Exam
Assignments
Class test
Essay Quizzes
Oral Questioning
Homework
Mock Exams Strengths and limitations
1.3 Enrollment Form Quizzes -Accumulates important information; contact details, special needs, previous experience etc..
-Helps to meet procedures and compliance

-Does not show character or personality
-Make judgements about an applicant -Demonstrates competency and ability
-Identifies areas of weakness
-Can be a fun learning assessment

-Limited to multiple choice or one/two word answers
-Time planning and designing Observational Principles of Assessment in Lifelong Learning 1.1 and 1.2 -Complies with procedure and compliance
-Demonstrates competence and professionalism
-Highlights weakness and extra training needs
-Can be planned or unannounced

-Can be nerve-wracking for learner
-Nerves can impact performance negatively Involving the Learner
2.1 Make the assessments relevant Ensure feedback is given promptly Celebrate strengths not just weaknesses Try to build self-esteem and sense of worth Encourage using personal experiences to analyse own practice Create an classroom environment that is open and non-judgemental Set group work so learners can share and learn from each other Recognising Achievements If giving feedback, finish on a positive note Be very sensitive about discussing weaknesses Self-assessment Making judgements of own work!

If learners fully understand the task success criteria, they should be able to assess the quality of their work. By..

Asking questions-
Identify what has been done well?
Explain why it has been done well?
Then-
Identify what could be improved?
Explain how it could be improved? Self-assessment adds a valuable dimension to learning, enabling learners to learn independently and take more responsibility with their own learning Peer-assessment Making judgements on the work of others!

-If learners fully understand the task success criteria, they should be able to assess the quality of their peers work

-Giving learners opportunities to discuss and reflect, asking measurable questions about peers work

-Saves teachers time

-Promotes learners interaction and involvement Peer-assessment adds a valuable dimension to learning. Learners may accept comments from peers more readily than those from the teacher. Peer-Assessment and Self-Assessment
2.2 Keeping Records of Assessment 3.1 Support the teacher
Meet with compliance and legislation
External and internal audits
Attendance, progress, sickness etc.
Professional personal development
For complaints, safeguarding, accidents Requirements for Keeping Records of Assessment
3.2 Care Quality Commission
Common induction standards 2010
Safeguarding Vulnerable Groups Act 2006 Bibliography Quality Improvement Agency (n.d), Skills for Life improvement Programme, available at:
http://sflip.excellencegateway.org.uk/pdf/4.2sflguidance_3.pdf (accessed 19/3/13)

Slideshare Incorp (2013), Slideshare Present Yourself, available at:
http://www.slideshare.net/mikegershon/peer-and-self-assessment-guide (accessed 19/3/13)

CIS Assessment (n.d), Common Induction Standards, available at:
http://www.cis-assessment.co.uk/default.asp?p=Common%20Induction%20Standards (accessed 18/3/13)

Gravells (2012), Preparing to teach in the lifelong learning sector, (Pages 116, 117, 118), London, Sage, Learning Matters.
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