Planning and assessing 2000 words
My learners are age between 16 to 19 years not children
Select an assessment scheme from your own subject area. (My scheme of work is attached below).
Using appropriate assessment terminology and relevant theories, critically evaluate the scheme in terms of:-
• The overall purpose and type of assessment scheme used
• The appropriateness and effectiveness of the assessment methods.
• How assessment is recorded and used to promote learning.
• How inclusivity is maintained within the scheme.
Critically evaluate the effectiveness of the scheme to determine whether it is fit for purpose.
Explain your reasoning and justify any improvements that you would make.
Ensure that you include:-
• A copy of the assessment scheme ( or part of it) as an appendix.
• Relevant references and quotes (Harvard referencing).
Suggested Structure
1. Briefly explain your future teaching context (which is early years/childcare).
2. Select a course or module you have observed or teach on and explain why you are selecting it.
3. Explain what is assessed and how students are assessed on this course e.g. types (criteria based?), form e.g. Diagnostic to formative to summative assessment and methods (Q&As, exam, observation etc.). Explain how feedback is provided.
4. Evaluate the above, are the forms/types/methods appropriate? If yes justify your answer and if not, explain why not. Check it against your professional judgement AND the Race’s fairness in the assessment main principles. Do you feel they promote learning? Justify your answer.
5. Is there any room for improvement? If not why not? If there is and if you had the responsibility to update/ upgrade/devise any new ways of assessing what would you do? Would you change the form? Type? Methods? Justify your answers. If not why not?
6. Describe and evaluate the role of assessment data within the course observed/taught. Do they help towards assessment? How? Why/why not? Are they used effectively to plan the teaching and learning as well as providing essential performance indicators? Are they valid? Please ensure you are critical about the above (balance of arguments etc.)
7. Add a conclusion:- Summarise the main points made,. What have you learnt from this practice wise?
NOTES – Throughout the assignment you will need to show evidence of reading around the topic. Select a few key texts such as Tummons, Armitage etal, Petty and Race and explore what they say about assessment.
Referencing Requirements:
Armitage, A., Evershed, J., Hayes, D., Hudson, A., Kent, J., Lawes, S., Poma, S. and Renwick, M. (2012) Teaching and Training in Lifelong Learning. Maidenhead: OU Press. Chapter 6:pp. 160-186
Cox, A. and Harper, H. (2017) Planning Teaching and Assessing- A reader: London: Greenwich University Press. pp. 73-78
Cowley, S. (2016) Getting the buggers to behave . London: Continuum.
Crawley, J. (2017) In at the Deep End: A Survival Guide for Teachers in Post Compulsory Education. London: Routledge.
Delaney, M. (2018) Teaching the unteachable. Practical ideas to give teachers hope and help when behaviour management strategies fail. London: Worth publishing.
Duckworth, V., Flanagan, K., McCormack,K. and Tummons, J.(2016) Understanding Behaviour 14 plus. London: Open University Press.
Ecclestone, K. (2015) Understanding Assessment and Qualifications in Post-Compulsory Education. Leicester: NIACE. pp. 13-37
Gravells, A. (2016) Principles and practice of assessment in the LLL sector. Exeter: Learning Matters. pp. 27-57
Rogers, B (2017) Classroom Behaviour; A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. 3rd edn. London: Sage Publications Ltd.
Scales, P. (2018) Teaching in the Lifelong Learning Sector. Maidenhead: Open University Press. pp. 148-172
Tummons, J. (2017) Assessing Learning in the Lifelong Learning Sector. 2nd edn. Exeter: Learning Matters. pp. 112-118
Wallace, S. (2017) Tutoring and Training in the Lifelong Learning Sector. 3rd edn. Exeter: Learning Matters Ltd. pp. 167-175
Additional Reading: The following bibliography lists titles that may be of further interest.
Angelo, T. and Cross, P. (1993) Classroom Assessment Techniques. 2nd edn. San Francisco: Jossey-Bass.
Armitage, A. and Renwick, A. (2018) Assessment in FE. London: Continuum.
Black, P. Harrison, C. Lee, C. Marshall, B. and William, D. (2013) Assessment for Learning putting it into practice. Maidenhead: Open University Press.
Gardener, J., Harlen, W., Hayward, L. and Stobart, G. with Montgomery, M. (2016) Developing Teacher Assessment. Maidenhead: OUP Press.
Race, P. (1995) The art of assessing. New Academic, Autumn 1995, pp. 3-5 & Spring 1996, pp. 3-6.
Rowntree, D. (1987) Assessing Students: How Shall We Know Them? London: Kogan Page.
Saunders, D. & Race, P. (1992) Developing and measuring competence. London: Kogan Page.
Assessment scheme of work for 16 to 19 years old in childcare.
week/session content
Starter activities
Abuse and Symptoms
Bullying
Portfolio building
Interview workshop
Short and long term ILP
-Identify and relate to policies and procedures within NEWTEC
– Identify types of abuse and Symptoms
-Define bully and name some forms
-Set up and organise portfolio
-List do’s and don’ts for an interview
-Conduct self in an interview
Identify personal short and long term goals
Whole group discussion
-Q&A
-Peer activity(matching cards)
-discussion
-Q&A
-Whole group discussion
-Individual activity
-Complete paper work for section one of portfolio
-Discussion
-Q&A
-Role play
-Whole group discussion
-Q&A
-Tutorials
T- discuss, read aloud, ask and answer questions
Ls- discuss, listen, ask question
– discuss, explain, give feedback, ask and answer questions, monitor
Ls- discuss, give feedback, complete matching activity, ask questions, look, listen, read and extract information
T- discuss, monitor, give feedback, ask and answer questions
Ls- define bully and write forms on white board, discuss, ask questions
T- discuss, ask and answer questions, explain, give one to one assistant
Ls- Complete paper work, arrange portfolio, Discuss, ask question
T- observe, monitor, decide on bad or good interview, give feedback, discuss, explain
Ls- do mock interview, ask and answer questions, discuss
T- one to one, make suggestions and give advice, explain, discuss, ask and answer questions
Ls- discuss, ask and answer questions, sign ILP’S, think of goals
-Essential learner guide
-PPT presentation
-Slides
-White boards
-Flip chart
-Pens
-Markers
-Cards
-Arch lever folder
-CACHE standards
ILP’S
IAG
-Improve communication and language skills.
-Maths
Differentiation: LSA will scribe text along with response for one learner. Tutor and LS will assist with speaking and listening. Tutor will read where necessary. Tutor will assist learners with identifying goals. Learners may record session if needed.