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Review a range of assessment methods available and explain the ones you would use for your subject

area. Evaluate the use of assessment methods in different contexts, including reference to initial assessment. Justify the types of assessment records you would complete and explain why. Assessment can be helpful to me, as the teacher, and to my learners, as it ...is a measure of learning, at a given point in time. (Gravells and Simpson, 2010, p61), thus allowing us to check the learners progress on the course. There is a virtually endless list of assessment methods; therefore, some of the more common methods, as presented by Wilson (2008) are reviewed below. Observation as an assessment method would be useful to me in assessing learners presentation skills as part of the job recruitment part of the course. This method would be especially appropriate as the topic and method is very practical. In addition, to help the learner observe their own competence, I would (after gaining their consent), record the observation using a camera and then watch the recording with the learner and discuss what we observed in the viewing. Other contexts in which observation could be used include vocational courses, such as teaching, caring and motor vehicle engineering. During initial assessment, observation could be used to observe the learners current skill level where they are applying for a higher level course, for which prior skills are needed, such as a diploma in engineering. Simulation, in which a real-life situation is simulated, can be used in courses such as first aid or counselling as learning in the real situations would be inappropriate. As part of initial assessment, it could be used to assess a learners skill in a higher skills level course in which prior learning was essential. Examples of this could be customer care (reception and switchboard duties) and elderly care (lifting and dealing with difficult situations). I would use simulation with my learners for interview preparation, as this will allow them to gain an insight into an interview experience. A project as a form of assessment can be used in a variety of academic and vocational courses, such as A levels and hospitality, as the method requires learners to undertake a number of steps to reach a conclusions or carry out a task, and a project will allow them to pull together the various component parts. I would

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PTTLS Assignment 2 Roles, Responsibilities & Ground Rules January 2011 Aminder K Nijjar

use this method in asking learners to research a number of occupations within a sector, as this would entail them undertaking a series of activities, such as researching the entry requirements and duties involved and speaking to someone doing one of the jobs. They could then present their findings and analysis in project form. If a larger number of occupations were to be investigated, learners could undertake this assessment as a group. Thereby, adding another element to the assessment method. Written questions and verbal questions are recognised as separate assessment methods, however, I would use them in a similar way in my teaching; within quizzes and as questions I pose in person in lessons. Both can also be used in initial assessment; the written questions within an application form and verbal questions within an interview before the learner starts the course. This would allow the tutor to assess the learners needs. I would use discussion as part of my formative assessment of learners, as it would encourage learners to attend and actively participate in lessons. In initial assessment, discussion can be used, for example a tutor interviewing a learner to discuss their reasons for applying for the course and their expectations. Discussion as a form of assessment would be relevant Self-assessment within employability is crucial; therefore I would use selfassessment as an integral part of the course by setting an assessment in which learners complete at least one self-reflective activity, such as a skills analysis. Within initial assessment, self-assessment could be used as part of the application form, in which applicants are required to write about themselves in relation to their course selection. A learning styles questionnaire could form part of this method of assessment and could be applicable in courses across all subject areas. Other forms of assessment include reports and essays, which could also be applied to various courses, such as business and science as part of their writing up of an investigation they have conducted or evaluation of theories. I could also use these methods within my subject area by asking learners to research and evaluate career theories and write up either in report or essay format.

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PTTLS Assignment 2 Roles, Responsibilities & Ground Rules January 2011 Aminder K Nijjar

Before making my final decision of which assessment methods I would use within my course, I would need to think through a much larger variety of assessment methods than only those listed above, and when doing so, also consider factors identified by Armitage et al (2007), such as how the assessment methods might affect me as the teacher and the learners, the need to assess at all and how I might improve the quality of assessment. Another aspect of assessment methods is the necessity of keeping assessment records. I would keep assessment records such as: assessment questions and criteria; learners submitted (and re-submitted) assessments; feedback I would provide; learner attendance; where appropriate learner engagement in lessons (for example in discussions if this counted towards the assessment); learner reflective logs; evaluations; internal and external validation and auditing; and my own reflective logs and appraisals. Such records would help track learners progress, evaluate, quality assure and develop the course as well as aid my own development as a teacher.
Word count: 880 words

References Armitage, A. et al (2007) Teaching and Training in Post-compulsory Education: Maidenhead, Open University Press Gravells, A. And Simpson, S. (2010) Planning and Enabling Learning in the Lifelong Learning Sector, Second Edition: Exeter, Learning Matters Ltd Wilson, L. (2008) Practical Teaching: A guide to PTLLS & CTLLS, Hampshire: Cengage Learning EMEA

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PTTLS Assignment 2 Roles, Responsibilities & Ground Rules January 2011 Aminder K Nijjar