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Well done Sheila and Paula for your successful microteach

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Well done Sheila and Paula for your successful microteach

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Ban and  Donna for your successful microteach

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Well done Amy, Irene and Deborah for your successful microteach

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Well done Amy, Irene and Deborah for your successful microteach

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Assessment methods can be ‘hard’ or ‘soft’.  Try to identify ‘hard’ or ‘soft’ methods from this list.

1.    Teacher observation of group activity, team tasks and sometimes individual activity, employing a checklist to record observations against agreed criteria.

2.    Student diaries of work experience which include reflections on their learning and on their strengths, weaknesses and development.

3.    Task group working papers such as briefings to their members, checklists for interviews or investigations, minutes and records of decisions.

4.    Self-Assessment statements at regular intervals during the programme (ideally after each assignment) which are discussed with a tutor, take into account peer assessments, and set targets and methods for future development.

5.    Products of Assignments which may be reports, proposals, designs, artefacts, presentation and events, material designed for a specific purpose etc.

6.    Process reviews in which the assignment teams and tutors review the ways in which the team approached the tasks and worked together, and assess team effectiveness and individuals’ contributions to this – essential for the assessment of interactive skills.

7.    Audio / visual records of activity, for example videos of task group discussion or role play cassette recordings of student interviews with employers, clients or others.

8.    Employer assessment of student’s work, activity, learning and skill development using procedures and criteria which have been agreed in detail with tutors.

9.    Portfolio  which may include student’s working papers, statements on learning difficulties and tutor comment, as well as complete assignment work and contributions to group assignments.

Peer assessment which may take a variety of forms, for example: Agreeing with a team member a statement on his/her contribution to a team task or assignment

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Assessment should take place at all stages of a course:

·  Before the course begins

·  At the start of the course

·  At intervals within the course

·  At the end of the course

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The assessment is confidential; results are stored securely, etc.

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The assessment is appropriate to all learners at the given level, and is not biased.

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It will give the same results, regardless of who completes them, and who marks them.

Different examiners assessing the same work should award the same marks

Students would obtain the same marks on the exercise even if it is administered at different times or in different places.

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It must test the knowledge and skills targeted.

It must do so at the right level?

It must distinguish between those who understand and those who don’t.

The assessment must match the criteria taught.

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Start with something positive – a general comment praising.

Select one or two things they could improve (not too many, as this will demoralise…)

Have you thought of putting…

You could also try…

This could be better, if you just…

Make sure you end on a positive note (especially in written feedback)

That said, I like the way… I think you showed that very clearly…

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Peer feedback.  It is always worth encouraging learners to give each other feedback.  Allocate a few minutes to discuss this with them and get them to think about how to give feedback to each other.

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Peer feedback.  It is always worth encouraging learners to give each other feedback.  Allocate a few minutes to discuss this with them and get them to think about how to give feedback to each other.

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You will be checking learning and giving brief informal feedback to learners every time you say “yes, that’s right, but have you thought of…”.

It can be particularly important in practical, craft or movement classes when learners may need very specific individual feedback on the skill they are learning.

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Tutors are expected to provide this on accredited courses, and, increasingly, on other courses where learners hand in substantial pieces of written work.

Ideally, learners’ work should be marked and returned within two weeks at the most.

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Whatever the format, it is essential that all and any feedback should be constructive.

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Assessment in Education: Top 14 Examples

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Functional Skills 2019 reforms #FunSkills2019 - August monthly updates

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helps us form an opinion of the learner’s progress, and helps to shape that progress. It takes place throughout the course and can be used to help the student develop.

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All the things that inform you about learners’ starting points.
Sometimes called Diagnostic Assessment.

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1) To continue presenting or assessing the microteaches
2) To discuss the role and purpose of assessments
3) To be able to add the WEA approach to your session plans.

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this stage of assessment sums up what the learners has achieved, and tends to happen towards the end of formal courses.

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1) Complete your learning journal this time analyse one element of today's learning.
2) Begin the assessment assignment
3) Complete page one of the new scheme of work
4) Complete table 4

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By the end of the session you will be able to:
1) Gather enough information complete the Assessment exercise.
2) Complete the necessary forms for the assessing the microteach.
3) Add the WEA approach to your Scheme of Work.