16 Pages
3956Words
Introduction of Understanding Education In Education And Training Assignment
Get free written samples from expert assignment writers and academic writing services in UK.
Task A: Information Sheet
(a) Description of six assessment methods
It is to be noted that the six assessment methods that are effective in the process of education and training include “ Diagnostic assessment, Formative assessment, Summative assessment, Ipsative assessment, Norm-referenced assessment, and Criterion assessment”.
Diagnostic assessment
The respective aspect of Diagnostic assessment could be used in the education and training process to ensure the following unit or course is evaluated effectively. It can be implemented to allow the students to learn and assess the complicated questions (Alfuraydan et al . 2020). The attributes of the Diagnostic assessment are effective in benchmarking the student's progress.
It is to be noted that the method of Formative assessment allows the teachers during the teaching process to help the students learn and practice. Moreover, the respective attributes of the Formative assessment allow the teachers to support the specific needs of the students throughout the course (Prashanti and Ramnarayan, 2019). The concerned method further allows the teachers to identify the specific gaps that create challenges for the students in the learning process. Hence, the process is applicable for the teachers to improve the learning of the students.
It is to be noted that in order to assess student performance in the education and learning process the evaluation of the Summative assessment method is significant (McCallum and Milner, 2021). Furthermore, the application of the Summative assessment method allows the teachers to collect evidence regarding the student’s knowledge skills and efficiency through cumulative assessment.
Ipsative assessment
It is to be noted that the aspect of evaluating the student progress in formal education, as well as in learning and teaching the application of the Ipsative assessment is appropriate. It allows the teachers to share learning goals with the students via effective questioning (Nishizuka, 2022). Furthermore, the aspect of the self and peer assessment and effective feedback helps the students to improve their learning.
Norm-referenced assessment
It is to be noted that in order to determine a children's readiness for kindergarten or preschool the application of the norm-referenced assessment is applicable (Gunver, 2022). Furthermore, the aspect of the reading, writing and virtual motor skill features of the assessment supports the teachers to identify the student's needs.
Criterion assessment
The specific features of the end-of-unit exams in schools as well as the clinical skill competency tools under the criterion assessment allow the teachers to understand how a student has performed in an assessment task (Tynchenko et al. 2019). It is applicable for measuring the performance level of the students.
(b) Explanation of 4 assessment methods
|
Assessment
|
Strengths
|
Limitations
|
|
Diagnostic assessment
|
· Addressing knowledge gaps
· Allowing teachers to restructure the training program to mitigate the gaps
|
· Inaccurate assumption of the teachers regarding student knowledge gap
· The newly restructured training program can hamper the student performance
|
|
Formative assessment
|
· Identifying the gaps to improve the learning
· Examining student progress
|
· Time-consuming
· Resource intensive
|
|
Summative assessment
|
· Controls the learning environment
· Provides students with knowledgeable insights
|
· Students could underperform due to a lack of proper assessment
· There is no chance of recovery as the method provides results at the end
|
|
Ipsative assessment
|
· Improves the self-esteem of the students
· Improves the performance of the students
|
· Decreases the validity of a test
· Not e
asy to conduct
|
(c) Explanation the two assessment methods that is adapted by learners' needs
“Summative and formative assessment” is supposed to b the critical learning and teaching parts that help both learners and teachers to meet the objective ends. Both assessments aim for improving the cognitive quality of the learner and attaining competencies specifications. The necessary use of multiple evaluations develops the necessary tools that carry the purposes and nature.
Formative assessment
It is to be noted that the adaptation of the formative assessment can allow the teachers to supervise the student’s progress towards achieving the learning objectives. The application of the formative assessment further allows the teachers to identify the learning gaps and misconceptions of the students as well as allows the teachers to mitigate those gaps (Dolin et al . 2018). The respective attributes of the Formative assessment allow the teachers to support the specific needs of the students throughout the course. The concerned method further allows the teachers to identify the specific gaps that create challenges for the students in the learning process. Adapting the formative assessment seeks to improve the learning objectives of the student and support the specific needs for making the changes. An ongoing planned process of formative assessment is used by the instructor for monitoring the students. Internal assessment activities lead to the evaluation that provides formative feedback to the student for improvement (Panchal, 2020, p. 16). Formative is a continuous assessment program activity that evaluates the proposed concept formation. Additionally, the formative stage measures the learning difficulties of the learners regarding weaknesses and strengths.
Summative assessment
On the other hand, the application of the Summative assessment evaluates the student’s efficiency, learning, and knowledge at the end of a learning course or unit (Torres, 2019). Furthermore, the application of the Summative assessment method allows the teachers to collect evidence regarding the student’s knowledge skills and efficiency through cumulative assessment. Focuses on the outcomes of the student certification and grading purposes is known as summative evaluation. A different growth aspect of social and personal qualities is such as punctuality, regularity, cleanliness habits, essential stability, and initiatives. Summative is a comprehensive assessment that improves the achievement qualities of the learners. “Minimum levels of learning (MLL)” is recommended that ensure evaluation and teaching attaining learning at minimal levels (Panchal, 2020, p. 16). This assessment helps in checking the performance standard in both co-scholastic and scholastic areas.
(d) Identification of sources of information and its involved in the assessment process
It is to be noted that there are certain sources that might be available for the students as well as others involved in the assessment process. The sources include, “the need of the learners”, “the plan of the assessment and feedback records”, “the progress and accomplishment record”, and “Standards and criteria of a particular unit”.
Learners
The respective aspect of including the learners in the assessment process is significant; it allows them to manage their learning.
Others
The involvement of others, specifically the teachers is significant as the teachers are capable of providing ample opportunities to the students for their skill and knowledge development.
(e) A summary of the requirements for keeping records of assessment
“GDPR and record-keeping policies ” setting to information and control documents organization lifecycle is generating the business activity. Assessment policies are the assessment practices that describe the approaches that are used and critically requires for providing management system qualities. Organization policies are regarded as successful running retrieval records and retention that focus on administration (Ukpong and Adetunji, 2020, p. 2887). In turn, data retention attention keeps the records that keep the purposes that are originally intended. “International Standard for Archival Description (ISAD)” is the concept that defines several working steps such as creating the classification chart, retention, and valuation table. “Record Keeping Policy with Software”“document management tools or ECM software” implement the policy of record keeping. An important role of program priorities in determining policy seeks to create the necessary records. Records are the evidence of the organization that outlines managing the procedure and established the identified legislation and guidelines.
Assessment of learning
It is to be noted that the attributes of the aspect of keeping the records for the assessment are important for both the teachers as well as the learners. It allows the teachers to evaluate the learners' learning progress. The records include the learning attendance, learning progress and accomplishment, and records regarding what was taught and the time.
Assessment in an organization
It is to be noted that a concerned organization might have their necessities for keeping records of assessment. There are certain reasons behind keeping records of assessments including to prove that the certain assessment took place (Tynchenko et al. 2019). Furthermore, it provides information to the inspectors, as well as makes sure that the organization is accomplishing its organizational requirements.
Task B – Hand out
(a) Brief explanation of the key features
Initial Assessment
It can be noted that this assessment determines the identification of an individual's "learning and support" required for structuring the learning process. However, the initial stage of learning programs initiates with provisions of effective learning.
Formative assessment
The empowerment of organised and planned assessments instigates teaching and learning practices for improving intended disciplinary objectives in learning. It can be stated that learning outcomes evaluation can be assessed for direct learners sophisticatedly.
Summative assessment
It can be stated that this assessment determines an evaluation of a learner's learning process at the end of teaching benchmarks prominently. However, the insights of instructional units are provided to learners so that influence of benchmarks can be developed.
(b) Explanation of the importance of involving learners and assessment process
The importance of the assessment process and learners involves ensuring the continuity of students' academic learning. Disadvantaged students support education and sure distribute the food supplement for students. Ensuring the well-being and provision of the students with special needs and addressing the students' emotional needs. Supporting students that are limited in commanding instruction language and ensuring student's social development and supporting the risk of violence of students is at home. The importance of including assessments for learners impacts their overall development in the context of social and emotional as well. It can be analyzed that provisions of assessments are associated with the welfare of learners thus it ensures continuity in the academic learning process effectively. However, the aspects of a homely environment impact the learner's attitude towards academic learning continuation significantly. This has been analyzed that the risk of violence can be increased in UK educational institutions. It can be noted that the extension of assessments into practice evolves learners' attributes so that they can establish themselves.
(c) Explanation of the role of the assessment process
Self-assessment
Self-assessment helps me better-known weaknesses and strength that allow me to create goals and meets the strategies of a career milestone. Looking toward the self-assessment assesses the important identity aspects that drive self-enhancement, verification, and evaluation. An assessment makes the appropriate issues on a judgment that is used for examining the progress. Self-assessment is related to self-enhancement in that motives contradict opposing aims and accurate self-concept. Student self-assessment critically is the effectively empowered self-assessment that takes practice explicitly.
Peer assessment
Peer assessment is the process that is based on peers or student's tests or grade assignments on teacher's benchmarks. An employed practice saves the time the teachers and improves the understanding of the students. The essential aspect of learning involves the working reflection of the students that provide constructive feedback. I used this assessment for effective and enhanced approaches for the students learning that promote and bring opportunities. A regular part of self-assessment during the learning activities improve the used technique ranges that gradually increase own progress and learning. Teaching students about self-assessment contributes to reflection, evaluation, targets, and goal-setting identifying success criteria.
The role of the assessment process is embedded with the learning process in an organised way effectively. It can be stated that the interconnectivity of curriculum and instructions perspectively. According to Hayes et al. (2019), the role of the assessment process is particularly a "processed-based approach" initiated with an exploration of deliverables. It can be noted that the development of a systematic approach insights future growth and develops learners' attitudes toward academic performances.
The empowerment of assessment methods are instigating the development of technical skills and improve the academic learning process. It can be stated that educational training in education socializes overall aspects of growth attributes associated with learners.
(d) Six features of constructive feedback
According to Ramadani et al. (2022), the features of constructive feedback analyses overall teaching and learning aspects that insight educational attributes development and are following:
|
Features of constructive feedback
|
? It results in readability and integrates with development in academics significantly
? The aspect of independence in constructive learning assesses with a systematic approach to teaching and learning aspects.
? It results in tutorial applications that can be applied for gracing knowledge attributes
? The aspect of storing study materials and constructive ways of learning can enhance a learner's attributes.
? The research and development approach can be enhanced for the future growth of learners
? It results in validation
in the learning process effectively
|
As per the table, constructive feedback features integrate readability result the development academic development. The independence aspect in accessing constructive learning is systematic learning and teaching aspects. As a result, tutorial applications are applied in gracing the attributed knowledgeable experiences (Ramadani et al. 2022). Constructive ways and Storing study materials enhance the learning ways for growth in the future. The development and research approach validation results in effective learning processes of Goal-directed, focused behavior, collaboration, and positive encouragement. Increased understanding is required and focuses on the needs of the relationship of clients for understanding the student learning goals. Personality focuses on allowing the changing scope to lose direction and focus on staff-student relationships. Digestible focuses on the students reducing the possibilities that are used and accommodated.
(e) Explanation of how constructive feedback
The empowerment of constructive feedback determines teaching aspects and contributes to learning progress prominently. It can be stated that the assessing process of teaching confines a systematic approach so that learners can uplift their performances in academics without disruptions (Ramadani et al. 2022). Feedback theory highlights the intended performances of the learners between intended and actual performances that motives and produce behavioral changes. Constructive feedback helps in improving the behavior or performances that sustain positive feedback. Specific feedback helps in a person's actions or behaviors, and evidence-based feedback helps in describing the observed reactions. Constructive feedback describes the provided feedback to the person on their performances and behaviors (revolutionlearning.co.uk, 2022). Providing the actions or behavior assumes dropped performances opposite effects that damage lower performance levels. This feedback mainly focuses on supportive and helpful performances for improving the behavior and performance of the employees. The purpose of CF is to give ways that lead to the improvements of the individual and enhance professional and personal growth.
(f) Explanation on how to give constructive feedback
|
Processing of giving constructive feedback
|
? Stating the purpose that is the development of the assessment process
? The inclusion of opportunities for trainers or learners so they can assess prominently
? Keen observance of learners or trainers (Whitney and Ackerman 2020)
? The empowerment of observing each reaction
? The inclusion of marking criteria and proceeding with giving feedback
|
As per the table, “Sandwich & medal and mission” feedback affects the reviewing and studying research that grades the available advice. Medals informed the punctuations and paragraphs with evidence and point to the measurement grade of the students. Missions are the information about the improvement needs of the student showing the writing structure. The feedback process effectively responds to the processing, generating, and role of educators in providing plentiful opportunities (Carless, 2022). Steps are for giving the CF states the feedback purposes that are important and describe the observed reactions. Useful ways for giving feedback are mainly focusing on the FAST acronym “Frequent, accurate, pacific, and timely.” Frequent stands for waiting for a formal appraisal meeting routinely matters. Preserved descriptive and verifiable facts and behavior evaluate the interpretation assumptions, judgment, and generalization in Accurate . Specific is related to observable and verifiable behavior, action, and result or event, Timely is a closing event. An observed reaction identifies the actions and gives the opportunities to the individual. Easy ways for proving CF are “Action, Impact Do (AID)”, is performance-based feedback, “Situation, Behavior, Impact (SBI)” is behavioral-based feedback, “Spot, Tailor, Explain, Encourage, Review (STEER)” is the other models of feedback.
(g) Explanation the importance to keep records of assessment
The importance of keeping records of “assessments” for training abidance that insights training process is required significantly. It can be noted that the assessment process can be accessed for training purposes so that instructors can enhance their skills and learn systematic approaches. However, the acquisition of keeping records for analysis and feedback processes adequately (Whitney and Ackerman 2020). Along with that, the empowerment of enhancing systematic ways for the initialising performance of instructors and learners prohibits extension in the impoverishment process in educational organisations. However, the processing of constructive feedback can prospect overall development and growth in the teaching and learning process. Hence, the provisions of training and its impact on education initialise development in the education system. The providers are interested in seeing the assessment records in the learning organization. A checkable record of external and internal organization is commencement to the learner's progress that shows accessed trail records. The needs for records describe the important role of the teachers in the organization and effective assessment for students. Overall supportive learning progress measures the performances that are utilized for a particular working program. An accurate record keeping re-accessing is the relationships that are confident and knowledgeable and reviewing the individual team's skills. A record and information of learners are classed as confidential and sensitive that documenting the importance of safety. An important role of record keeping identities is needed to help, support, and guide. Different records types such as attendance registers, admission registers, personal files, disciplinary records, and assessment records.
References
Task A
Alfuraydan, M., Croxall, J., Hurt, L., Kerr, M. and Brophy, S., 2020. Use of telehealth for facilitating the diagnostic assessment of Autism Spectrum Disorder (ASD): A scoping review. PloS one , 15 (7), p.e0236415. DOI: https://doi.org/10.3389/fpsyg.2019.01522
Dolin, J., Black, P., Harlen, W. and Tiberghien, A., 2018. Exploring relations between formative and summative assessment. In Transforming assessment (pp. 53-80). Springer, Cham. DOI: 10.1007/978-3-319-63248-3_3
Gunver, M.G., 2022. Norm-Referenced Scoring on Real Data: A Comparative Study of GRiSTEN and STEN. SAGE Open , 12 (2), p.21582440221091253. DOI: https://doi.org/10.1177/21582440221091253
McCallum, S. and Milner, M.M., 2021. The effectiveness of formative assessment: student views and staff reflections. Assessment & Evaluation in Higher Education , 46 (1), pp.1-16. DOI: https://doi.org/10.1080/02602938.2020.1754761
Nishizuka, K., 2022. Significance and Challenges of Formative Ipsative Assessment in Inquiry Learning: A Case Study of Writing Activities in a “Contemporary Society” Course in a Japanese High School. SAGE Open , 12 (2), p.21582440221094599. DOI: https://doi.org/10.1177/21582440221094599
Panchal, A.C., 2020. Formative and summative evaluation: Challenges and remedy. International Journal of Research in all Subjects in Multi Languages, 8(3).
Prashanti, E. and Ramnarayan, K., 2019. Ten maxims of formative assessment. Advances in physiology education , 43 (2), pp.99-102. DOI: 10.1152/advan.00173.2018
Torres, J.O., 2019. Positive impact of utilizing more formative assessment over summative assessment in the EFL/ESL Classroom. Open Journal of Modern Linguistics , 9 (1), pp.1-11. DOI: https://doi.org/10.4236/ojml.2019.91001
Tynchenko, Y.A., Saramud, M.V. and Kovalev, I.V., 2019, December. Assessment models for the generalized quality criterion for the production processes of thermal power plants. In Journal of Physics: Conference Series (Vol. 1399, No. 5, p. 055099). IOP Publishing. DOI: 10.1088/1742-6596/1399/5/055099
Ukpong, R.A. and Adetunji, T., 2020. The Impact Of Paradigm Shift In Records Keeping For Local Government Administrative Officers In Sokoto State Local Government Councils. BAKOLORI JOURNAL OF GENERAL STUDIES, 10(2), pp.2887-2901.
Task B
Carless, D., 2022. From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, 23(2), pp.143-153.
Hayes, S.C., Hofmann, S.G., Stanton, C.E., Carpenter, J.K., Sanford, B.T., Curtiss, J.E. and Ciarrochi, J., 2019. The role of the individual in the coming era of process-based therapy. Behaviour Research and Therapy , 117 , pp.40-53. https://doi.org/10.1016/j.brat.2018.10.005
Ramadani, F., Sulur, S., Pramono, N.A., Nurani, B. and Wigiyati, C., 2022. Android-Based Tutorial Mobile Development Equipped with Corrective and Constructive Feedback Materials for Data Transmission and Storage. Jurnal Riset Pendidikan Fisika , 7 (1), pp.1-10. https://doi.org/10.1504/IJMLO.2016.077864
revolutionlearning.co.uk, 2022, What is Constructive Feedback , Viewed on: 01-10-2022, Viewed from: <https://www.revolutionlearning.co.uk/article/what-is-constructive-feedback/#:~:text=Constructive%20feedback%20is%3A%201%20Helpful%20%E2%80%93%20the%20feedback,up%20what%20you%20are%20saying.%20...%20More%20items>
statista.com, 2022 Which assessment methods allow you to best showcase technical skills? Accessed from https://www.statista.com/statistics/1296764/preferred-assessment-methods-by-developers/ accessed on 21.09.2022
Whitney, T. and Ackerman, K.B., 2020. Acknowledging student behavior: A review of methods promoting positive and constructive feedback. Beyond Behavior , 29 (2), pp.86-94. https://doi.org/10.1177/1074295620902474
