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A brief explanation of the key features of initial, formative, and summative assessments. It also explains the importance of involving learners and others in the assessment process and the role of self-assessment and peer assessment in the assessment process.
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a) A brief explanation of the key features for each of the following types of assessment;
**- initial assessment
It is used to determine if the learner has achieved the expected learning outcomes. 2.A brief explanation of the importance of involving learners and others in the assessment process Involving learners and others in the assessment process helps to create a supportive learning environment which might encourage learners to take responsibility for their own learning and promotes a culture of continuous improvement. Learner’s engagement : When learners are involved in the assessment process, they take more ownership of their learning and become motivated to work towards their learning goals. Encourages self-reflection : Involving learners in the assessment process encourages self-reflection. Assessment gives a chance to Learner to think about their own strengths and weaknesses and identify areas which needs improvement. Provides feedback: Providing feedback about learner’s progress is part of the assessment process. Learners can use this feedback to improve their learning and achieve their goals.
**3. An explanation of the role of the following in the assessment process
5. An explanation of how constructive feedback contributes to the assessment process Constructive feedback plays a critical role in the assessment process by providing learners with information that can help them improve their performance, promoting self-reflection and self-awareness, and enhancing the validity and transparency of the assessment process. Enhances learning : Constructive feedback provides learners with information about their strengths and weaknesses which help to enhance their learning. Supports self-reflection: Constructive feedback supports self-reflection by encouraging learners to think about their own learning and performance. Provides guidance: Constructive feedback provides learners with guidance on how they can improve their performance. Motivates learners: Constructive feedback motivates learners by recognizing their achievements and encouraging them to strive for further improvement. Increases transparency : Constructive feedback increases transparency by making the assessment process clear and understandable for learners. Improves assessment validity : Constructive feedback improves assessment validity by ensuring that the assessment is based on clear and transparent criteria. Identify individual learning needs: Constructive assessment helps to Identify individual learning needs of learners. 6. An explanation of how to give constructive feedback to learners following assessment Based on evidence : Feedback should be based on evidence which could be test or an assignment mentioning the mistakes made or targets achieved. Timely: Feedback should be given as soon as the task is finished. Focusing the performance : Feedback should focus on the performance of learner rather than on learner himself. Feedback should be free from any prejudice or favouritism. Specific : When giving feedback, make sure to focus on specific aspects of the learner's performance. This will help the learner understand what they did well and where they need to improve.
Motivating: Feedback should be delivered in an encouraging manner. Use examples: Effective feedback consists of examples of good and bad performance. This will give a better understanding to learner about his future goals.
7. An explanation of why it is important to keep records of assessment for and of learning in an organisation Track progress : Records of assessment helps assessors and learners to track progress over time. Evaluation and improvement: Assessment records allow teacher and the organisation to evaluate the effectiveness of their teaching strategies. Personalization : Assessment records can help teachers to identify individual learning needs and personalize learning for each learner. Legal compliance: In some cases, keeping the assessment records may be required by law or Ofsted regulation. Referral: Assessment records can be used when a student needs a referral for additional support. References: Race, P.(2006) The lecturer’s toolkit – a practical guide to assessment, learning and teaching Routledge. 6 features of constructive feedback: https://www.peoplegoal.com/blog/6-principles-of-constructive-feedback How to give a constructive feedback How to Give Constructive Feedback | Brooks & Kirk (brooksandkirk.co.uk) https://blog.advancementcourses.com/articles/teachers-constructive- feedback/ Record of assessment: https://www.smore.com/xh3xp-records-of-assessment-in-learning