https://padlet.com/fin17039386/Assessment Cheryl finch e portfolio for unit 2 of the award en-us 2018-04-27 10:25:33 UTC 2023-09-17 15:24:51 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Pizza.png https://padlet.com/fin17039386/Assessment/wish/257826893 2018-05-03 19:43:21 UTC https://padlet.com/fin17039386/Assessment/wish/257826893 https://padlet.com/fin17039386/Assessment/wish/257827558 There are many reasons why you should involve learners in the assessment process. These could be, for example, to build the self confidence of the learner, for the learner to identify their own strengths and weaknesses, for them to be able to put forward to teacher/trainers the best way for them to learn and how to meet their individual needs, for them to be able to see their own progress, to generate a awareness of what they need to achieve, and self diagnosis by this they can identify gaps in their training. In involving the learners in the assessment process they can use the assessment to agree with other parties a level on which to create a suitable learning plan to suit their needs. It can help to assess whether or not extra support is needed, It can ensure they can take ownership of their own assessment process giving confidence/ self worth to the individual. 
It is also important to involve other parties in the assessment process, for example, teacher/trainers, coleagues, mentors, support staff, parents or carers, staff from other organisations such as the awarding body, employees or career advisors. We involve other parties to get learner requirements, to get a better understanding of individual learner needs, to ensure the learner is on the right programme, to assess the current knowledge and skills of the learner and then look at where future development is needed, to review progress, to help pass examinations and gain qualifications, to evaluate own programmes and teaching methods, to help select candidates for training, to provide long term goals for learners and it contributes evidence to show how effective teaching methods are. The assessment process is invaluable to assess individual learner needs, you can see if any requirements or extra support is needed, for example, the learner may have sight impairments, learning difficulties, or dyslexia. In this case methods of assessment may need to be adapted to suit their needs. You would have to liaise with the awarding body to discuss this. 
 ]]> 2018-05-03 19:45:29 UTC https://padlet.com/fin17039386/Assessment/wish/257827558 https://padlet.com/fin17039386/Assessment/wish/258822038 Advantages
>Gain knowledge from each other
>Share ideas
>Communication skills
>Peers may notice things others don't
>Concentrates their minds
>Could be less stressful intimidating
Disadvantages
>Worried about criticizing peers too much
>May be over familiar, for example, know each other outside of work
>May go over the top be immature over critical
>The whole group needs to understand the assessment process
>Anxious, nervous, embarrassed
>Need to be diplomatic
>The level of knowledge in the group may differ


]]> 2018-05-08 08:48:20 UTC https://padlet.com/fin17039386/Assessment/wish/258822038 https://padlet.com/fin17039386/Assessment/wish/258823707 Learners
>Records of feedback
>Resources, for example, Text books, Web pages/internet access, or books that could be useful
>Use of equipment, for example, Computers and other training aids
>Date and deadlines
>Instructions /Brief
>Emergency information, for example, fire exits
>Feedback from previous assessments
>Access to communication aids/ special arrangements
>Assessment criteria and discussion to clarify
>Extenuating circumstances procedure ie late submission
>Location/room

Others
>Feedback to awarding body
>Feedback given
>Grades
>Records of assessment, for example, tutorial meetings
>Moderation/external verification
>Candidates names
>Register of those attending assessment
>Dates and deadlines of assessment



]]> 2018-05-08 08:55:52 UTC https://padlet.com/fin17039386/Assessment/wish/258823707 https://padlet.com/fin17039386/Assessment/wish/258836609 Understandable
Ensure feedback is understandable. Feedback in a way that the learner understands and meet their individual needs, for example, you may need to look at the terminology of the assessment .. Don't over describe when giving feedback, keep it simple. When the learner understands then the criteria can be met and any gaps can be filled in. When the learner understands what is expected of them they may feel more encouraged and motivated. 

Timeliness
Ensure as far as reasonably possible that you can give feedback as soon as possible, this will ensure the task is still fresh in the learners mind. It will allow time for correction to be made and action to be taken. 

Take notice
This is to keep feedback to individuals personnel to them. Ensure you address the learner, for example, use their name, use language such as 'you' and 'your' again this keeps feedback more personnel. You are ensuring you are focusing on what the learner has achieved and you can focus on their progress. Weather the learner is right or wrong you are showing that you value their input. 

Focus on the positive
By focusing on the positive you are giving learners confidence and you are also encouraging them and motivating them. Really praise good points talk 'loudly' and positively about them. When highlighting the points that need to be built on keep a calm/soft tone and approach. This way the learner will not feel intimidated and has a positive feeling about the feedback being given. 
 ]]> 2018-05-08 09:58:27 UTC https://padlet.com/fin17039386/Assessment/wish/258836609 https://padlet.com/fin17039386/Assessment/wish/258856895

By giving constructive feedback you are contributing many things in a positive way to the assessment process. You are giving learners the opportunity to reflect on their progress and improve their learning. Constructive feedback enhances learning and encourages the learner to want to build their skills/knowledge, therefor promoting growth and development. Constructive feedback will motivate and inspire learners. It is effective to let learners know where they are and where they need to go next, for example, goals, expectations and areas for development. It gives learners the opportunity to understand what needs to be achieved and ask questions to aid understanding and to ensure their needs are met in order to achieve a positive outcome and learning experience. Learners can discuss and clarify any issues and strengths and weaknesses. Learners can assess/review their own progress and teacher/trainers can also regularly review/assess not just the development of the learner but their own practice too. 

]]> 2018-05-08 11:34:33 UTC https://padlet.com/fin17039386/Assessment/wish/258856895 https://padlet.com/fin17039386/Assessment/wish/259042165 There are many key principles for giving feedback to learners, for example, peer feedback, giving the learners a right to reply, ensuring feedback is understandable, returning feedback at the start and not the end of a class and many more. It is important for teacher/trainers to ensure they adopt these principles when giving feedback. Ways I would adopt the four above mentioned key principles in feedback to learners would be:

Understandable
I would ensure that the learner has a good understanding of the assessment criteria. To do this I would explain in a way that each individual learner can understand depending on their needs and level of knowledge of the particular subject. I would provide a person centred approach to create better individual understanding and a positive experience for the learner. I would not want anybody feeling confused/upset/anxious etc because I have not delivered feedback in a way that they can understand. Feedback would be kept simple and straight the point. I would keep terminology simple and not use jargon. I would use clear language, have a clear tone/voice and make sure the individual is comftable. I would ensure that I am approachable and not come across as intimidating. I want individual learners to go away feeling motivated and to have the confidence to develop their learning. 

Has right of reply
I would ensure that I give the learner the opportunity to reply to the feedback I have given. If I do this then I am making sure that they understand feedback given to them. By giving learners the right to reply I am also allowing them to explain why they have approached a subject in a certain way and give their reasons for doing so. They can respond to and digest the feedback given both the positive and negative points. By allowing  the right to reply you as a teacher/trainer are promoting confidence and allowing them to self assess and look over their own work. They can review and acknowledge the feedback given. 

Peer feedback
In order to encourage positive peer feedback I would firstly ensure that persons giving the feedback understand the process and principles of giving feedback to their peers. They would have to understand the criteria on which feedback is being given and I would also choose learners who have similar knowledge or are at a similar level of learning to give feedback to each other. This is to ensure that feedback is given at similar level of understanding. for example if I were to let an individual who is at a lower level of learning to that of their peer assess their peers work they may not be able to pick up points and the feedback may have key points missing in order for their peers to develop their work. By getting feedback from peers I will be ensuring that their peers have the opportunity to assess and also learners themselves can reflect on feedback from their peers. If learners are getting feedback from their peers they may feel less intimidated than the would be if feedback were given from the 'expert'. I would promote peer assessment on a regular basis so that learners have an understanding of the assessment process and can develop and learn more on giving feedback therefor giving confidence and giving plenty of opportunity to practice their feedback skills. 

Returned at the start and not at the end of a class
I would ensure that I plan out lessons/training so that feedback can be given at the beginning of a session/lesson. Reasons for this would be so that the learner has time to act upon feedback given. I would allow them time to ask questions about feedback given so that they leave the lesson/session knowing that they have understood and so they can develop further in a positive way. If feedback were to be given last minute learners would not have the chance to reflect and acknowledge and therefor may leave feeling deflated and down. 

]]> 2018-05-08 18:25:05 UTC https://padlet.com/fin17039386/Assessment/wish/259042165