Ptlls Assignment by Shivani

8/10/2019 Ptlls Assignment by Shivani

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1Shivani Gupta

PTTLS (Level 4)

ASSIGNMENT

Student Name Shivani Gupta

Course Name Preparing to Teach in Life Long Learning Sector

Level 4

Module Code City and Guilds 7303

Module Leader: Dale P Hunter


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Question 1:Review what your role, responsibility and boundaries would be as

a teacher in terms of the teaching/training cycle?

A Quality teacher is one who is enthusiastic, well organised with full subject

knowledge. She should know how to manage the group of learners, manage

activity and manage the learning. A teacher has various roles responsibilities

and boundaries through which she can be a best evaluator. The following is the

diagram which states the best teaching and training cycle

Teaching and training cycle

The elaboration of the above cycle is as follow:

i. Identifying Needs: It signifies any special needs, preferred

learning style, learners motivation, learners background and most

of all learners requirement.

ii. Role: It is important to identify the learners need at the time of

teaching. Things like application form initial literacy and numeracy

test, pre-course communication gives you an opportunity to

identified the inside requirement of a learner. Usually we get

IdentifyNeeds

Plan & Design

Deliver

Assess

Evaluate


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learners from different educational, cultural, and professional

backgrounds. So it is always appropriate to start a new group of

learners by identifying their needs, different style of learning,

visual, kinaesthetic and aural in order to know which method will

be benefit for the student to give a proper learning to them.

iii. Responsibility: There are many duties for which a teacher or a

mentor is responsible for ,they are as follows:

To identify an individual need and help developing their

learning potential.

To prepare lesson meanwhile creating their interest for it.

Identify emotional, intellectual, physical issues if any which

makes the student being feeling out of the class that result

effecting on their learning.

To respect every student by treating equally meanwhile

avoiding the racial discrimination in terms of age, sex,

religion, ethnic background, origin and status.

To prepare resources for the classroom meanwhile researching

information to insure the knowledge.

iv. Boundaries of a Teacher: While identifying the learners needs

teacher must respect the information shared with them. Some time

learners may not want to disclose any personal information so a

teacher is responsible not to discuss it further.

1. Plan & Design: It includes course length, syllabus, resources used, and

teaching methods adopted.

i. Role: After identifying needs of the learner, an effective tutor is

one who primarily plan and design the structure to be followed.

The role of a teacher is to know the topic or subject, teaching and


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learning method, length of time available, location of teaching

session, access to patience, internet resources.

ii. Responsibilities: The main thing which needs to keep in mind

while planning and designing the lesson plan is Don't try to do

everything at once. While designing the lesson plan the trainer

need to keep in mind that the course must be designed for the

students or learners not for the teacher or experts.

iii. Boundaries: While planning and designing the course for the

learner the tutor needs to aware the requirement of health and

safety rules, ground roles, awarding body.

2. Delivery of Lesson Plan:This is very important to understand that best

plan is worthless without the effective delivery procedure and good

classroom management techniques.

i. Role: After identification of a learners need the role of a teacher is

to plan and design the course in a manner so that it can efficiently

completed by the learner in an available time.

ii. Responsibilities: The main responsibilities which a trainer or

teacher need to keep in mind while delivering the lesson plan are:

While delivering the lesson plan you should be clear and coherent.

You need to engage the learners by asking questions or by giving

breaks between the workshops when required.

As a trainer you need to use expressive body language and speech

rhythms, but make sure that youre not using any gestures which

are irritating the learners.

You always need to maintain the eye contacts with the learner not

with the screen if you are using PowerPoint presentation for the

delivery of the lesson.


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3. Assess the learners: While accessing, the role of a teacher is to look

after each and every student or learners performance meanwhile checking

their involvement and understanding the knowledge of lesson deliver to

them. Responsibility-The teacher is responsible to check the initial

assessment before providing the beneficial subject learning to a particular

learner. While accessing the learning needs the teacher should give a

proper feedback in order to provide a motivation and development in

knowledge, skills, behaviour. While accessing a trainer or teacher ensures

that the assessment is delivering in such a way so that a learner should be

able to achieve and gain something in spite of losing anything.

4. Evaluation: While evaluating the entire learning experience of a learner,

a teacher has to observe the challenges faced by learners. A teacher can

do this by doing a necessary observation, keeping record track, providing

regular feedback and most importantly asking a self-assess of a learner. A

teacher can also evaluate by doing a formal meeting in terms of one to

one session if and when required. While evaluating a trainer should

evaluate in accordance with the targets set by the awarding body and their

code of conduct.

At the end we can conclude, that a trainer or teacher needs to keep in mind all

the steps of training cycle and meanwhile providing effective and efficient

knowledge for the continues growth and development of a learner which can

only be possible by identifying needs, planning and designing the course

structure, delivering the necessary requirement, accessing the standards and at

last evaluating the areas of a learnersstrengths and weakness.


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REFRENCES

1. Petty G. (2009). Teaching Today: A practical guide. 4th edition, Cheltenham: Nelson.

P54-60.

2. Ade-Ojo, Gordon O. (2010). Designing and piloting PTLLS ESOL.

Available:http://gala.gre.ac.uk/8374/1/LSIS_funde_ESOL_pTLLS_WCS_Final_Repo

rt_App_4.pdf(Last accessed Nov 12)

3. Jackyn Williams. (2012). Meeting the Lifelong Learning professional teaching

standards.

In: Gravells Ann Study Skills for PTLLS. 2nd ed. Cornwall: TJ International Limited,

P24-28.

4. Tessa Woodward (2012), Planning Lessons and Courses: Designing Sequences of

Work for the Language Classroom (Cambridge Handbooks for Language Teachers)

14th ed, Cambridge: Cambridge University Press, P78-82.

5. Curzon L.B. (2008) Teaching in F urther Education: An outline of principles and

Practice6th ed, P 82.

6. Phases of the Evaluation Process (2010),

Available:https://www.k12.gov.sk.ca/docs/calc30/evaluation.htm(Last accessed Nov

11)
http://gala.gre.ac.uk/8374/1/LSIS_funde_ESOL_pTLLS_WCS_Final_Report_App_4.pdfhttp://gala.gre.ac.uk/8374/1/LSIS_funde_ESOL_pTLLS_WCS_Final_Report_App_4.pdfhttp://gala.gre.ac.uk/8374/1/LSIS_funde_ESOL_pTLLS_WCS_Final_Report_App_4.pdfhttp://gala.gre.ac.uk/8374/1/LSIS_funde_ESOL_pTLLS_WCS_Final_Report_App_4.pdfhttps://www.k12.gov.sk.ca/docs/calc30/evaluation.htmhttps://www.k12.gov.sk.ca/docs/calc30/evaluation.htmhttps://www.k12.gov.sk.ca/docs/calc30/evaluation.htmhttps://www.k12.gov.sk.ca/docs/calc30/evaluation.htmhttp://gala.gre.ac.uk/8374/1/LSIS_funde_ESOL_pTLLS_WCS_Final_Report_App_4.pdfhttp://gala.gre.ac.uk/8374/1/LSIS_funde_ESOL_pTLLS_WCS_Final_Report_App_4.pdf


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Question 2:To identify the key aspects of current legislative requirements and

codes of practice relevant to your subject and the type of organisation with in

which you would like to work.

I want to be a successful running teacher of foreign languages in England like

the way I was in my home country. To be a successful education teacher, I have

to follow the current legislative requirement and code of practice relevant to my

teaching. They are as follows:-

1. Special education and disability act (SENDA) 2001-According to this act,

an individual who is disabled holds an equal opportunity to gain

knowledge .A teacher should respect and identify special education needs

of a particular learner and should deliver the lessons in accordance to

their needs. A teacher should not treat a learner less favorably related to

their disability and should provide necessary adjustment for these

students.

2. Health and safety Act (1974) - This act ensures the safety measures of

every individual learner who comes in the premises. As a teacher in class,

It is necessary to explain these measures in the beginning of a session andpreferably daily and should make necessary arrangements if necessary in

order to ensure safe learning and teaching environment .These measures

includes the 3 Fs i.e.Fire drill, First aid and Facilitieslike Kitchen and

washroom. As a teacher I should be fully aware of all safety measures so

that I can always make my class aware of it confidently for avoiding the

hazards.

Risk Assessment- It is an important step in protecting learners at the time

of learning environment. Law does not expect to eliminate all risk but, it

is necessary to understand the practical application of risk assessment

techniques with an ability to categorize and evaluate risk.


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3. Sex and Racial Discrimination Act (1975 and 1976) - This act

discriminates an individual on the ground of sex, race, color, nationality,

ethnic, origin. A teacher should not discriminate any learner on these

grounds meanwhile consider it an everyday part of teaching which help

enhancing the confidence of an individual and a motivation for them.

4. Data protection act (1998) - This act aims at safeguarding the personal

information shared at work or learning environment. It is a responsibility

of a teacher to keep a safe track record that hold personal and confidential

information of each learner. A teacher has to make sure that the

information about learners is to be kept confidential and only be used

professionally when required. A teacher can also keep a record of current

enhanced disclosure checks by CRB in order to safeguard the lives of

learners from criminal tendencies.

REFRENCES

1. DISABILITY DISCRIMINATION IN EDUCATION (2001),

Available: http://www.legislation.gov.uk/ukpga/2001/10/part/2 (Last accessed 11

NOV)

2. Reece W. and Walker S. (2008), Teaching, training & Learning: A practical

guide. 6th ed. Tyne & Wear, Business Education Publishers Ltd

3. Data Protection Act(1998)

Available: http://www.legislation.gov.uk/ukpga/1998/29/contents (Last accessed

12 Nov)

4. Petty G. (2009) Teaching Today: A practical guide. 4th ed. Cheltenham, Nelson

Thorns

5. Equality and Human Rights Commission Available at

http://www.equalityhumanrights.com/ (Last accessed 12 Nov 2012)

6. Great Britain. Parliament. 2001. Special Educational Needs and Disability Act

2001.Chapter 10. London: The Stationary Office


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Question 3: Explain how you could promote inclusion, equality and diversity

with your current/future learners. Identify other points of referral available to

meet the potential needs of learners?

A teacher has to find out the ways to promote equality and diversity by

identifying the barriers and boundaries of learner till the end of the session

meanwhile encouraging an inclusive learning environment. A great deal of

research has proven that inclusion helps the learner to adapt to the subject being

taught effectively, with a greater level of understanding.

According to educationscotland.gov.uk, Inclusion is about all learners and

about taking action to remove barriers to participation and learning. Inclusion

also involves eliminating discrimination and promoting equality.

Inclusive learning helps each student, as when done correctly no matter what

their learning style each student is given the attention they require. It is creating

a secure and motivating environment where every learner achieves some quality

education and knowledge. While delivering workshop, a trainer needs to keep in

mind that students should actively participate. By asking question during the

workshop, a trainer can ensure that the students are getting the things which are

being taught.

Simply put we can say that Equality is about creating a fairer society, where

everyone has equal opportunity to participate to fulfil their needs. In the

classroom, a trainer needs to keep in mind that all students are from the

different backgrounds, whether it be religion, culture or race all should be

treated with respect and without prejudice and discrimination. Within the class

all the learners should participate in the workshops by asking question, group

activities and input in the discussion despite any differences.

Diversity literally means difference. In a classroom a trainer might need to

respond appropriately and sensitively to this diversity. Learners or students in

the workshops will reflect this diversity around gender, race, ethnicity,


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disability, religion, sexuality, class and age. But the teacher/trainer needs to

make sure that all the learners are treated equally and they all are working in a

group, enjoying the learning by completing the task by discussing their thoughts

with the other students or learners. If problems arise, a trainer will discuss

privately with the learner what is bothering them and if needed go through

proper procedure.

The lesson plan is important for many reasons from helping adjust layout of the

classroom and understanding what our requirements to teach are. Blooms

taxonomy points out that we should cater the needs of activists, theorist,

reflectors and pragmatists. To make the plans more effective the teacher needs

to have a good interaction with the learners to create a non-threateningenvironment in the class. This will help the learner to progress professionally

and personally. The teacher also needs to motivate the learner during the

learning journey and needs to facilitate the one to one session if required. To

maintain the interest of the students, trainer can also organise the small quiz

which can help the learners to keep their interest in the subject.

REFRENCES

1. Inclusion and equality

Available:http://www.educationscotland.gov.uk/supportinglearners/positivelearni

ngenvironments/inclusionandequality/index.asp(Last accessed 13 Nov)

2. What is equality and diversity?(2012)

Available:http://www.faculty.londondeanery.ac.uk/e-learning/diversity-equal-

opportunities-and-human-rights/what-is-equality-and-diversity(Last accessed 13

Nov 2012)

3. Age discrimi nation,(2010)

Available:http://www.homeoffice.gov.uk/equalities/equality-act/(Last accessed

13 Nov 2012)

4. Toward a Psychology of Maslow

Available:www.businessballs.com/leadership/management (Last accessed

13/11/2012)

5. Reece W. and Walker S.(2008), Teaching, training & Learning: A practicalguide, 6th ed., Tyne & Wear, Business Education Publishers Ltd. P 32-35.
http://www.educationscotland.gov.uk/supportinglearners/positivelearningenvironments/inclusionandequality/index.asphttp://www.educationscotland.gov.uk/supportinglearners/positivelearningenvironments/inclusionandequality/index.asphttp://www.educationscotland.gov.uk/supportinglearners/positivelearningenvironments/inclusionandequality/index.asphttp://www.educationscotland.gov.uk/supportinglearners/positivelearningenvironments/inclusionandequality/index.asphttp://www.faculty.londondeanery.ac.uk/e-learning/diversity-equal-opportunities-and-human-rights/what-is-equality-and-diversityhttp://www.faculty.londondeanery.ac.uk/e-learning/diversity-equal-opportunities-and-human-rights/what-is-equality-and-diversityhttp://www.faculty.londondeanery.ac.uk/e-learning/diversity-equal-opportunities-and-human-rights/what-is-equality-and-diversityhttp://www.faculty.londondeanery.ac.uk/e-learning/diversity-equal-opportunities-and-human-rights/what-is-equality-and-diversityhttp://www.homeoffice.gov.uk/equalities/equality-act/http://www.homeoffice.gov.uk/equalities/equality-act/http://www.homeoffice.gov.uk/equalities/equality-act/http://www.businessballs.com/leadership/managementhttp://www.businessballs.com/leadership/managementhttp://www.homeoffice.gov.uk/equalities/equality-act/http://www.faculty.londondeanery.ac.uk/e-learning/diversity-equal-opportunities-and-human-rights/what-is-equality-and-diversityhttp://www.faculty.londondeanery.ac.uk/e-learning/diversity-equal-opportunities-and-human-rights/what-is-equality-and-diversityhttp://www.educationscotland.gov.uk/supportinglearners/positivelearningenvironments/inclusionandequality/index.asphttp://www.educationscotland.gov.uk/supportinglearners/positivelearningenvironments/inclusionandequality/index.asp


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Question 4 . Analyse the different ways in which you would establish ground

rule with your learners, which underpin behaviour and respect for others?

While establishing ground rules with the learners, it is important for a trainer to

make them with learners mutual consent. They should include necessary

condition for getting learning work done easily in the class without any future

interruption. When a trainer and learner establish a ground rule, these rules have

to be established by thinking carefully, expressing carefully and enforcing

consistently. Ground rules can also be called as operating guidelines that are

important for the success of team if followed. These rules are based upon

educational, moral and safety criteria and for mutual benefit in order to develop

healthy working relationships and respect for others in classroom.

Rules such as

Punctuality- be on time without any late arrivals

Attendance- attend the classes regularly for positive learning

Mobile phone on silent

No consumption of food during lessons.

Respecting others in terms of other learners contribution meanwhile no

interrupting fellow student.

Behave with courtesy and respect for the staff and other learners.

Follow health and safety guidelines by not putting self and others on risk

Learning commitments by attending workshops

No discrimination in terms of age, sex, religion or disability, ethnic

background, origin, nationality.

Avoid copying somebody ideas instead sharing your own ways to put the

answers.

The best way sometime a trainer adopts is an icebreaker method to set ground

rules by indulging each student to generate their own ideas and after a positive


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collection, discuss them with the class. If anyone is reluctant to take part in the

icebreaker, the trainer can then motivate them to take active participation.

Ground rules should be based on educational, moral, and safety criteria only.

Some ground rules should be negotiable such as standard of dress. A trainer can

also produce hand-outs with the list of ground rules set for each individual

learner or simply by putting it on the class board, so that they can either read it

daily to keep them in mind. ]#

As a teacher I will be fully prepared for the class, be punctual with start andfinishing time for each session and marking to be completed on time. I will

encourage each learner to participate equally in all the discussion done in class.

I will be polite, dedicated, honest and most of all patient with all the learners in

class.

REFRENCES

1. Ground Rules Essay (2009)

Available:http://www.antiessays.com/free-essays/252662.html(Last accessed 13

Nov 2012)

2. Frederick Herzberg Motivational Theory

Availablehttp://www.businessballs.com/herzberg.htm(Last accessed 12 Nov

2012)

3. T Soininen, I Niemel, J Tiihonen, R Sulonen (2000) Unified Configuration

Knowledge Representation Using Weight Constraint Rules, pp. 3-4

4. Petty G. (2009) Teaching Today: A practical guide 4th ed, Cheltenham,

Nelson Thornes

5. Learning Strategies or Instructional Strategies

Available:http://www.nwlink.com/~donclark/hrd/strategy.html(Last accessed 14

Nov 2012)

Q5. Evaluate a range of ways to embed elements of functional skills in your

specialist area? (400-500) words
http://www.antiessays.com/free-essays/252662.htmlhttp://www.antiessays.com/free-essays/252662.htmlhttp://www.antiessays.com/free-essays/252662.htmlhttp://www.businessballs.com/herzberg.htmhttp://www.businessballs.com/herzberg.htmhttp://www.businessballs.com/herzberg.htmhttp://www.nwlink.com/~donclark/hrd/strategy.htmlhttp://www.nwlink.com/~donclark/hrd/strategy.htmlhttp://www.nwlink.com/~donclark/hrd/strategy.htmlhttp://www.nwlink.com/~donclark/hrd/strategy.htmlhttp://www.businessballs.com/herzberg.htmhttp://www.antiessays.com/free-essays/252662.html


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3. Writing: This component of functional skills is used to check the

spelling, punctuation and grammar of the learner. For the assessment of

this component learner need to complete the written task on based on that

task the tutor will mark the learner results.

To improve the learner in functional skills of English language a trainer needs

to design organise the learning activities in such a way so the learner can use it

in the real world. The trainer needs to do the progress review on time to find the

areas where learner lacking and needs to take action for improving the learner

functional skills in language

REFRENCES:

1. Functional Skills(2010)Available:http://www.ocr.org.uk/qualifications/type/fs_2010/ (Last accessed 14

Nov 2012)

2. Bhupindra . (2011), Elements of Functional Skills

Available:http://www.studymode.com/essays/Explain-Ways-To-Embed-

Elements-Of-592089.html (Last accessed 14 Nov 2012)

3. Robert E. Kraut, Robert S. Fish, Robert W. Root, Barbara L. Chalfonte (2009),

How and why people Twitter: the role that micro-blogging plays in informal

communication at work. Informal Communication in Organizations: Form,

Function, and Technology. pp 4-5

4. Rebecca Marschan, Denise Welcht and Lawrence Welch (1996), Control in Less-

hierarchical Multinationals: the Role of Personal Networks and Informal

Communication, Control in Less-hierarchical Multinationalsvol 5, pp 138-

141.

5. Principles of functional skills

Available:http://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-skills/index.aspx(Last accessed 25/09/2011)

6. Curzon L.B. (2008) Teaching in Further Education: An outline of principles andpractice. 6th ed. London, pp. 142-143

Question 6. Justify the need for keeping records and describe the types of record

you would maintain?
http://www.ocr.org.uk/qualifications/type/fs_2010/http://www.ocr.org.uk/qualifications/type/fs_2010/http://www.ocr.org.uk/qualifications/type/fs_2010/http://www.studymode.com/essays/Explain-Ways-To-Embed-Elements-Of-592089.htmlhttp://www.studymode.com/essays/Explain-Ways-To-Embed-Elements-Of-592089.htmlhttp://www.studymode.com/essays/Explain-Ways-To-Embed-Elements-Of-592089.htmlhttp://www.studymode.com/essays/Explain-Ways-To-Embed-Elements-Of-592089.htmlhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-skills/index.aspxhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-skills/index.aspxhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-skills/index.aspxhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-skills/index.aspxhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-skills/index.aspxhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-skills/index.aspxhttp://www.studymode.com/essays/Explain-Ways-To-Embed-Elements-Of-592089.htmlhttp://www.studymode.com/essays/Explain-Ways-To-Embed-Elements-Of-592089.htmlhttp://www.ocr.org.uk/qualifications/type/fs_2010/


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Managing the paperwork is the most difficult task which a trainer needs to

learn. The trainer always has to keep the record of the learner it can be

computerized or manual record keeping system. The main reasons to maintain

the paper work can be:

Check the Progress of the learner.

To show Support evidence.

Quality Assurance Systems.

Health and safety Management.

Financial Accountability.

Auditing Purposes.

There are various ways to maintain the record of the learner. Either maintaining

them electronically by using Client Management System or maintaining them

manually the trainer can use the various forms:

1. Enrolment forms: In the Enrolment forms the basic informationregarding the learners needs to record along with the basic information

and requirement regarding the course are maintained. For example a

learner go to any public funding institute for the functional courses theinstitute will keep all the basic information of the leaner like Name,

Contact number, Address, current employment status. This enables the

institute to check to whether the learner is eligible for the course or not.Institute keep these forms as an evidence that the learner is interested

doing a course if they currently dont have any batches than they can callthe learner for the next batch.

2. Registration forms: The registration form is used to register the learnerwith the awarding body. The institute used to fill this form after the

assessment of the learner, only if the learner is eligible for the program.

Along with the basic information of the learner this form will also carry

the starting date and the expected finishing date of the course. This form

is signed by both learner and the awarding body representative. Afterfilling the form the learner will get a copy of receipt which he/she paid tothe institute for the course and the copy of ID proofs, Address Proof, and

certificates also attached with this form.

3. Individual Learning Plan (ILP): ILP contains all the information of thelearner which includes the personal information, program name, Program

duration, Special needs if learner required delivery method and the

program justification etc. The tutor needs to complete this forms during

the learning journey of the program by doing progress review with the

learner. This will help to identify the issues which the learning is facingduring the course. The tutor can analyze the issues by doing progress and


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can write the action plan which needs to be taken to make the learning

journey successful by the end of the course.

As discussed above the sensitive information of the learner kept in the ILP. The

tutor also has to keep in mind the Data Protection Act (1998).

According to Data Protection Act (1998), The personal information the tutor

needs to keep safe and secure from the unauthorized user.

The tutor needs to use specialized filing system which can make sure that the

personal information save on the system is secure and can be updated easily

when required.

4. Support Log: The Support log filled by the tutor during the learningjourney of the candidate. In support log the support which is provided by

the tutor to resolve the learners issues which are being faced and how the

trainer provide support to the learner with the additional recommendation

is mentioned. These forms are mandatory especially in the public fundedinstitute.

5. Final Assessment: The final assessment can be computerized or amanual page in which tutor needs to mark the learner on the bases of the

exam and the tutor needs to put comments.

6. Audit Report: The Audit reports are the being generated to checkwhether the information stored in the system is correct, if there is any

mistakes then it can be rectified or if any information is missing then it

can be added to the system. The internal audits will check the informationfirst, then external audit will come from the awarding body to check

information which is required is up to standards or not.

These are the various forms which are being used by the Institutes to record the

data on the system and to ensure that they are storing the information up to

standards. In the big center the enrolment and the registration may be done by

the different department, but most of the work needs to do be done by a tutor

because he/she is the only one who spends maximum time with the learner.


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REFRENCES:

1. James Dallas(2012), Establishing Productive Record Keeping

PracticeAvailable:http://teachersnetwork.org/ntol/howto/align/c15768,.

htm (Last accessed 15 NOV 2012)

2. Donna Maxim and Cora Lee Five (1997), Record Keeping Classroom

Practices That Monitor and Inform Learning,Vol 3 (Part 2), pp 1-4.

3. Vitalicy Chifwepa (2005), Managingrecords at school level London:

The Stationary Office, pp 14- 16.

4. Curzon L.B. (2008), Teaching in Further Education: An outline ofprinciples and practice 6th ed, London, Continuum

5. Personal information online, Available:http://www.ico.gov.uk/for_organisations/data_protection/topic_guides/on

line.aspx(Last accessed 15 Nov 2012)
http://teachersnetwork.org/ntol/howto/align/c15768,.htmhttp://teachersnetwork.org/ntol/howto/align/c15768,.htmhttp://teachersnetwork.org/ntol/howto/align/c15768,.htmhttp://teachersnetwork.org/ntol/howto/align/c15768,.htmhttp://www.ico.gov.uk/for_organisations/data_protection/topic_guides/online.aspxhttp://www.ico.gov.uk/for_organisations/data_protection/topic_guides/online.aspxhttp://www.ico.gov.uk/for_organisations/data_protection/topic_guides/online.aspxhttp://www.ico.gov.uk/for_organisations/data_protection/topic_guides/online.aspxhttp://www.ico.gov.uk/for_organisations/data_protection/topic_guides/online.aspxhttp://teachersnetwork.org/ntol/howto/align/c15768,.htmhttp://teachersnetwork.org/ntol/howto/align/c15768,.htm


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Q7. Review a range of different assessment methods available and explain the

ones you would use for your subject area. Evaluate the use of different

assessment methods in different context, including references to initialassessment. Justify the types of assessment records would complete and explain

why?

Assessment is vital in an entire teaching learning journey. Teaching and

learning process are completely dependent on each other like the way a teacherand a learner are connected with each other. Assessment deals with how well

student is learning and how well teacher is training. It is a reflective tool

designed to check understanding and development within any subject area.

Assessment aimed at understanding and improving how well a student learning

done .For students, assessment is beneficial because it provides constructive

feedback about their understanding, on the other hand, For teachers assessment

is intended to answer the question have students learned. Teachers analyse the

assessment result to determinate the individual learner performance whether

further instruction are required by them or not.

When considering assessment methods, it is important to analyse what qualities

you are seeking to produce in learners contribution .An effective assessmentis:-

That guides and encourage effective approaches to learning

Assessment that measures expected learning outcomes

Assessment that protect academic standards.

We can also consider various types for assessing a learner

Checklist

Observation Paired work

Rating scales

Portfolios

Project work

Written work

Individual presentation

There are three major types of assessment methods as follows:-


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1. Diagnostic assessment2. Formative assessment3. Summative assessment

Diagnostic Assessment- This type of assessment is used to determine thecurrent level of knowledge and skill of a learner. It is to be considered before

the learning or prior to teaching to ascertain learners strength and weakness.It

helps to identify learning strengths and needs and usually follows an initial

assessment at the beginning of learning program.

Diagnostic assessment simply signifies the information gathered from initial

assessment or pre-assessment. It includes:-

Initial Questionnaire - To check their basic knowledge regarding the

course. IAG assessment To check their functional skills in English, math and

ICT

Formative Assessment

It is an integral part of teaching, it is to be considered during the learningor in

other words it is a self reflective process through which a learner can see what

they need to develop further in order to promote self attainment. Formativeassessment includes:-

Observation Teacher can do this by roaming in the class to check thestudent work in group or individual. This can be only possible if she

wishes to monitor and can make notes of their performance during live

work.

Worksheets and handouts- A teacher can distribute explanatory handoutand necessary exercise sheets to check comprehensive and apprehensive

knowledge of individual learner.

Summative

AssessmentFormative

Assessment

Diagnostic

Assessment

Before Learning After LearningBefore Learning


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Quizzes- A teacher can also check the comprehensive knowledge bydoing short apprehensive quiz activities which can also refresh the

students mind in other words learning by Fun.

Journals- In this type of assessment students are required their thoughtsand feeling how they are progressing in the class. They can also mentiontheir likes and dislikes about the programme they are doing.

Visual representation It includes use of photos, pictures, PowerPointslides, flash cards, writing on white board sheets etc. It a quick way of

assessing student depth of understanding by creating an immediate

learning.

Kinaesthetic assessment It is a good way to add movement in the

classroom .This can be done by drilling or involving each individuallearner by doing activity.

Peer/self assessment- For students, It allows them to evaluate theirlearning by rating their understanding through comments. For teachers , It

allows the effectiveness of her teaching by assessing student

understanding

With these assessments a teacher can develop learning areas by creating

appropriate lessons which in turn help learners to set goal for improvement.

Summative AssessmentIt is an assessment which allows a trainer to gain in-

depth knowledge of student after the completion of learning program. It is

important to check the student ability, knowledge and progress throughout the

entire learning process. It is usually taking place at the end of program. The

various ways through which summative assessment can be done:-

Multiple choice test questionnaire

Writing essay or report.

Dissertation. Submitting assignments

Written and oral examination

Semester exams

Submitting portfolios.

Summative assessment is more goals and target oriented which gives a platformand idea of an individual success. Grades and marks are usually an outcome of

summative assessment.


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REFRENCES:

1. Personal information online, Available:

http://tsegaygirmay.com/2010/09/15/teaching-and-learning-in-higher-

education-workshop-in-bahir-dar-university/ (Last accessed on 15 NOV

2012)

2. Tricia Hedge (2001), Teaching and Learning in the Language

Classroom Oxford: Oxford University Press, pp 137.

3. Barbara L.McCombs. (2000). Assessing the Role of Educational

Technology in the Teaching and Learning Process: A Learner-Centred

Perspective , The Learner-Centred Principles as a Framework

4. Toward a Psychology of Maslow Available:

www.Beingwww.businessballs.com leadership/management(Last

accessed 15 Nov 2012)

5. Frederick Herzberg motivational theory Available:

http://www.businessballs.com/herzberg.htm (Last accessed on 15 Nov

2012)
http://tsegaygirmay.com/2010/09/15/teaching-and-learning-in-higher-education-workshop-in-bahir-dar-university/http://tsegaygirmay.com/2010/09/15/teaching-and-learning-in-higher-education-workshop-in-bahir-dar-university/http://tsegaygirmay.com/2010/09/15/teaching-and-learning-in-higher-education-workshop-in-bahir-dar-university/http://www.google.co.uk/url?url=http://www.businessballs.com/leadership-management.htm&rct=j&sa=X&ei=-aN5TqfTLaaR0AWgyYXQAQ&ved=0CEMQ6QUoADAC&q=Maslows+hierarchy+of+needs&usg=AFQjCNFmImmjc1T0HGSA_CPnvM7fPP3fLQhttp://www.google.co.uk/url?url=http://www.businessballs.com/leadership-management.htm&rct=j&sa=X&ei=-aN5TqfTLaaR0AWgyYXQAQ&ved=0CEMQ6QUoADAC&q=Maslows+hierarchy+of+needs&usg=AFQjCNFmImmjc1T0HGSA_CPnvM7fPP3fLQhttp://www.google.co.uk/url?url=http://www.businessballs.com/leadership-management.htm&rct=j&sa=X&ei=-aN5TqfTLaaR0AWgyYXQAQ&ved=0CEMQ6QUoADAC&q=Maslows+hierarchy+of+needs&usg=AFQjCNFmImmjc1T0HGSA_CPnvM7fPP3fLQhttp://www.businessballs.com/herzberg.htm(Last%20accessedhttp://www.businessballs.com/herzberg.htm(Last%20accessedhttp://www.businessballs.com/herzberg.htm(Last%20accessedhttp://www.google.co.uk/url?url=http://www.businessballs.com/leadership-management.htm&rct=j&sa=X&ei=-aN5TqfTLaaR0AWgyYXQAQ&ved=0CEMQ6QUoADAC&q=Maslows+hierarchy+of+needs&usg=AFQjCNFmImmjc1T0HGSA_CPnvM7fPP3fLQhttp://tsegaygirmay.com/2010/09/15/teaching-and-learning-in-higher-education-workshop-in-bahir-dar-university/http://tsegaygirmay.com/2010/09/15/teaching-and-learning-in-higher-education-workshop-in-bahir-dar-university/

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