A Discussion of Assessment and Feedback Issues Essay Example for Free

A Discussion of Assessment and Feedback Issues EssayA discussion of estimation and feedback issues Assessment is an of the essence(predicate) part of teaching and skill, the most obvious reason for carrying away perspicacity is to value the students learn/achievement s and whether the student is heading toward the course of qualification. Teaching indoors NVQ the criteria is laid out for me as a teacher my role is to prep atomic number 18 the students to observe their performances, question them, and drop sound judgement to dress a decision as to whether my learners are competent or capable. I mustiness alike to realize that the assessment meets the criteria and objectives of the NVQ qualification. We as the teachers/assessors want to know whether learning outcomes have been achieved, or if the student is of a type required to pass and achieve the grade /qualification. It also alleviates me as the autobus up most to divine service determine the development the student unavoidablenesss during the course. Assessment is also a away to provide teaching on individual teacher or the basis. For example are the teaching regularitys affective, are the learning objectives appropriate- are they too easy or to difficult.Assessment within my teaching domain comprises of different components, performances in the attain places, the use of realistic raceing environment. With NVQ teaching we have specific criteria that must be covered and involve skills as well as knowledge, we the assessors have the decision as to how and where the assessment takes place. NVQ level 1-2-3 hairs-breadthdressing comprises of units which must be cover die, Level 3 consists of 53 assign minimum split into mandatory units -48 credits and optional unit of which is 6 credits to pass and obtain the qualification. Following VTCT/HABIA critia guide lines and assessment work book.VTCT/HABIA strongly advocates a holistic approach for assessment of learners. Examples include using one assessment method to gather evidence for a number of criteria integrating knowledge into practical observation (i. e. through vocal or evidenced on analysis sheets i. e. consultation forms). I myself as a teacher of hair and beauty swear in Habia and VTCT Assessment learning and teaching strategies I believe in harming and exciting the learner whether it means I need to change the way I assess or how I bring my knowledge forward for learners to understand and help them complete their course.I measure the achievements against the standards situated out. One of the advantages of NVQs is that the whole area to be tested is set out from the start. NVQ assessment is usually interior(a) or external or a combination of the two. Internal assessment means myself is responsible for formulate and marking assessments be it using case studys which also help develop operational/key skills, observation ,oral ,informal,ect. These whence tend to be verified by the centre internal verifier. I myself am required to set work that will improve practical skills knowledge and reason.Its my right to guide learners on the evidence that is needed to be gathered to satisfy assessment. Within my course criteria (NVQ) we use formative and summative assessment as the main hold of the course. Unlike summative assessment which relates to assessment of learning, feedback relates to assessment for learning. Assessment 1998 Torrance and Pryor 1998) which helps the learners progress (Black and William We use formative assessment as formal or informal. For assessment to function formatively, the results have to be employ to adjust teaching and learning. (Black and William 1998 pp. -16) With formative assessment we use a range of activitys, case studies, multiple choice test, practical test, projects, questioning alone or within a group. To help students understand the frame work and what is needed we use in NVQ or within my institution mile stones of 13 weeks covering forma tive summative and mandatory test assessment. I strongly believe in formative assessment for the students and me the teacher for my give birth evaluation as well as theses it contributes to the learners progress provided guidance on how to bridge the gaps to achieve the desired results, we use ILPS to also help within this touch.ILPs individual learning plans, we use these to encourage the students also for means of developing their own targets and to propel and encourage the students learning development. These documents are updated by learner and teacher throughout the course and are use as part of the formal course assessment. Summative assessment is used for grading or within my teaching domain its a simple pass or fail. As stated in (Teaching skills in the further and adult education 3rd addition David Minton p 288) progression and new technology. on that point is no reason why a teaching session in a hairdressing salon should not be video-taped or photo graphed and present ed with by the teacher to explain whys/he did what, what happened, what was observed in a group or individual work. Its a valuable tool for evaluation as well as valid evidence. It nookie be shared with mentor or other tutor to compare and evaluate work, to review Atcual teaching session also and assessment of students. I myself have used this and found it a good tool to be used.In regards to questions and feed back during assessment, Its important to be specific on what dirty dog be meliorate and how. Effective feedback tells the student what they have achieved and where they need to improve. Questioning is used not only as a pedagogical tool but also as a deliberate way for myself the teacher to find out what knowledge and understanding the anorectics have gained, also to helps myself the teacher see how successful my teaching has been and what areas need to be improved .Questioning is fundamental to effective teaching and learning. As stated by ( Fisher amp Frey 2007) Checkin g for understanding through questioning should not be thought as a simple two look process but rather as a complex progression as the teacher formulates and then listens to the responses of the learners, IE making them from easy to hard and simplifying them for students own level of learning. Self and peer assessment can also be beneficial in feedback and evaluation on own and peers works.As state some academic teachers still tend to retain all ownership and power in the assessment process (Dorothy spiller teaching development wahonga Feb 2012 assessment matters). Self assessment is used during formative assessment which students reflects and evaluates their own work. Seeing their strengths weaknesses and areas they feel they need to improve, helps set self goals becoming more motivated.Self assessment within my teaching area requires the student to fill out self assessment feedback forms in relation to a practical activities carried out, this help them self evaluate their work st rengths and weaknesses. SELF ASSESMENT WITH ITS EMPHASIS ON STUDENT RESPONAIBITIY AND making JUDGMENT IS NECESSARY SKILL FOR LIFE LONG LEARNING (Bond, 1995, P. 11,). In the3 same contexts Peer feedback can also be beneficial to individuals or groups of students who are keen to experiment and use new ideas.Peers assessment involving students giving feedback on peers work can help students make sense of gaps in their own work. I see self and peer assessment beneficial where certain points are present. Designed to enhance learning ,involving learners in judging own work, help improve and motivated owns mind and work . Boud, D (1995). Enhancing learning through self-assesment. LondonKoger page. Boud, (1995 P. 11. ). (Black and William 1998 pp. 5-16) Douglas Fisheramp Nancy Frey 2007 www. reading,org questioning. (Teaching skills in the further and adult education 3rd addition David Minton p 288)