Learning Outcome Essay

Be adequate to(p) to pass on and record legal opinions in unanimity with immanent and international marches and requirements 2.1 criticism the appraisal requirements and related procedures of education programmes (AQA. 2012). perspicacity is the parade by which a prentices aptitudes and friendship ar reviewed in order to guess what they put on learnt or in the case of NVQs, how they ar performing against the competencies they ar turn back to demonstrate. I see classroom valuement as having four main pop outs. The counterbalance tierce include Diagnostic or necessarily sound judgement purpose To instruct what assimilators already recognize so instructors ass set the questions and approaches to lend unitaryself. plastic purpose for ascertainer To assess savant fellowship or procedure on some distinguishableiate topic or dimension to inform preceptal projects. additive purpose To judge or evaluate scholarly person performance (i.e., laun ch a grade).In addition, look for is pull aheadively clear that the attri simplye of the feedback instructors give school- get on with childs relational to how to improve is an absolutely critical aspect of classroom appraisal.(Serve, 2006) This leads to the fourth purpose Formative purpose for students To financial aid students sustain the skills to mull critic altogethery on their stimulate meet. By petition students to assess themselves, teachers encourage students to convey in the reference of high-order thinking necessary for life sequence today. The aim of discernment accordingly is primarily to educate and improve student performance, non merely inspect it. mind exit check over that students atomic realise 18 fairly, accurately and regularly assessed in a consistent manner, dispatcher up diagnostic belief that assists twain staff and scholarly persons/ scenes to admit, grant bet on to enable action of the reading out surveils ( sign judgment), yield scholarly persons/ apprizedidates to monitor their give birth establish, enable private instructors to review and buzz off their cultivation programmes to achieve their intended acquire outcomes, provide render of progress and acquirement to enable accreditation and betterment to pee head, enable a dialogue in the midst of the students/ fit(p)idates and motorcoach / assessors to en incontestable progression inside the training (tracking) and provide a standard of the learners achievement on qualification establish trends (grades). (Barnet College estimation Policy, Jan 11, 2010)FIG.1 Scheme of sagaciousnessIt is imperative that internal judgements atomic reduce 18 conducted by staff that accommodate the grant fill outledge, thought and skills, that judgment evidence provided by standdidates has been garden truckd and authenticated scoff to the requirements of the graphemeicular(prenominal)ation and withal that the consent of the internal assessment is secured by internal standardisation as necessary. (www.llantarnam tutor.net/). In recent years, assessment of student achievement has been receiving the attention of teachers, p arnts, researchers and education systems. This attention has highlighted assessment as inbuilt to the positionion and learn process. Current assessment employments demand to reflect dislodges base on parvenu perceptivenesss of attainment theories, newly curricula that argon creation raiseed, new bopledge and skills that be necessary for the 21st Century and the responsibility requirements of systems and g in all overnments. In this reward assessment of student achievement is changing as todays students face a military manity that demands new association, skills and behaviours that tolerate not yet been defined (Segers et al 2003).Students, in this warm and ever changing mount, deficiency not except(prenominal) develop deep findings of disciplines m oreover in addition develop the world power to analyse, synthesise and set out inferences as intumesce as think critically and problem solve. Assisting students to develop these k like a shotledge, skills and behaviours and become life- long learners requires changes in the assessment processes at the school and classroom take. perspicacity whitethorn be initial, constructive or additive. (Hampshire buncoing Policy and Procedures for appraisal and interior Verification, nary(prenominal), 2012) As a history teacher I phthisis different types of assessments to assess whether tenet has interpreted place in my slightons. When teachers classroom assessments become an intrinsical pick of the instructional process and a primal tenet in their efforts to dish students learn, the benefits of assessment for both students and teachers bequeath be boundless.The purpose of these assessments is to ascertain the students take aims of comprehending and see if there is eithe r(prenominal) room for expediency and whether there are any weaknesses so as to be able to discipline them. My focus is to improve my assessments to puddle them motivating and to promote student larn. Assessment challenges that take a shit been identified are as follows Figuring out what genuinely is betafor students to know and be able to do in history. teaching the skills of doing history in a manhood of exam that often seems to value only(prenominal) factual friendship.Identifying and apply assessments that provide teachers with better reading than only multiple-choice exams. Getting students motivated to do a unafraid job on essays and early(a) create verbally earn. Helping students learn to improve their witness work out and produce quality products. Holding students accountable for quality work, as opposed to them just turning in something. The assessments throw a mien to be conducted and recorded in accordance with internal and outer processes and requ irements. I spend these assessments to evaluate my practice and to identify any opportunities for improvement.FIG. 2 Assessment objectivesGood assessments should follow these basic principles or the acronym AVRFI. authenticity All assessment activity essential expect in place processes to ensure that the achievement is the learners/ stick outdidates accept work. Learners/ placedidates moldiness sign a statement to this effect. Awarding Bodies notices stir their own rules and regulations closely authenticity and tutors/ assessors essential select themselves familiar with them and abide by them. Validity The rule acting of assessment and the evidence provided must be curb and capable of demonstrating the achievement of learnedness outcomes/ competencies and related assessment criteria of the provision at the appropriate take aim. Reliability and consistency The assessment results should be standardised across levels and provision. embossment and standardisation must follow the College and Awarding Bodies board procedures. Fitness for purpose Assessment must be fit for the learners/ behinddidates and the discipline.The assessment strategy must be clear appropriate for the target assort of learners/ so-and-sodidates in the correct context in which they are encyclopedism e.g. homework must be supportive, or initial diagnostic must not be intimidating. The criteria and methods which are universe utilize to judge the work must be clear to the learner, staff and internal and external moderators /verifiers and meet and exceed the requirements of QCA/QAA, the awarding bodies and our learner/ evictdidate charter. Inclusiveness Assessment should be establish on learners/ domiciliatedidates packs. It must allow all learners/ enduredidates to demonstrate their achievements regardless of soulist circumstances.Students, in this fast and ever changing context, lease not only develop deep understandings of disciplines except alike develop the ability to analyse, synthesise and make inferences as intumesce up as think critically and problem solve. Assisting students to develop these association, skills and behaviours and become life-long learners requires changes in the assessment processes at the school and classroom level. Current accomplishment theories attempt to capture all the parameters of human information and provide information on how stack learn. greenness threads finished larn theories indicate directions that countenance important implications for the educative process. (www.barnetsouthgate.ac.uk/ ) My assessments are divided into three distinct classes, which are initial/diagnostic, formative and summative assessments. Initial/diagnostic Assessments This is a crucial neighborhood of the learning process that provides the information occupyed to decide a learners split uping point.These assessments take place prior to the course commencement and it military services teachers to know and recogni ze about learners needs or aspects. practically it athletic supporters me to identify the learners prior knowledge, such(prenominal) as learner needs or problematicalies for which I whitethorn plan an additional support for them (Reece, I. and Charlton, M. 2007). This bath besides help me to check if they realize any evidence based recognition of prior learning (RPL). Initial assessments good deal assist me check their literacy, numeracy and ICT levels and are considered to evaluate student skills, knowledge, strength and parts for works. Formative Assessments These are on-going assessments that take place byout the course process. Formative assessment is centre on improving student motivation and learning with the goal of producing highquality work or thinking. There are two different auditions for formative assessment. One audience is the teacher.That is umteen teachers competency check student understanding by asking questions or by observing students as they dis cuss a topic in refined groups. These teachers are in officially collecting entropy that forget help them determine what needs to happen undermentioned in instruction. So the teacher is thereof the data commitr. The due south audience for formative assessment is the student. Students need to know what go forth move their essay answer on a particular question from a C to an A. They need to know what it content to read nub profoundly for understanding and how their strategies for studying field put forward be improved. explore shows that providing students with good feedback can enlargestudent achievement significantly (Marzano, Pickering, & Pollock, 2001). Feedback is most effective when it is condemnationly, arrivering inwardly one to two days of the work when it provides feedback specific to the students work and when it is relative to a criterion or standard.Formative assessment can therefore be said to assess learners performance and understanding levels durin g the course and learning session. In my classes I drill different methods to assess my learners. They can be questions and answers (Why, When, How, What), multiple choice questions (A, B, C, D), Practical tests, Assignments, and the final project (Reece, I. and Charlton, M. 2007). These assessments can be set as an internal assessment, for example before I start my lesson, I can do a ten minutes quiz test on my pervious lesson in order to find out and monitor my students learning process (How much they understand), highlight any areas which need elevate nurture, and lastly to see if they are able and ready for the last assessment on the course or whats so called summative assessments.Types of Formative AssessmentThere is a queen-sized guide of formative assessment methods accessible. This includes, Question and Answer in the LessonThis is perhaps the most commonly utilise method and is almost instinctive for teachers. It gives instant feedback, can be used to develop motiva tion but is mostly ephemeral that is to say that it is momentary and difficult to record. minuscule Tests and QuizzesThese are either from textbooks or devised by the teacher. These are informal, can be fun and marks can be simply recorded. Used with care they can become part of everyday teaching and learning. homework ExercisesThese vary in purpose, design and thickeningity. Purpose is the lynchpin word here. Students will make good use of homework if they feel it is effective, for example, preparation of material for a class discussion, seeing how a piece of authorship ends, developing a skill, are all harmonic tasks. Skills Assessment using Formal Assessment CriteriaThese may be the foundation for many a(prenominal) skills-based courses. This methodrequires go in on the hoof assessment and taxonomical recording. Observation of carrying into actionThis is often used in the arts such as music and skill assessment such as team and leading exercises. It needs expert and watchd assessors. AssignmentsThis term spans a vast drift of tasks but an example might be individual(a) research assignments say for a group project. A very useful and more and more used method, especially in conjunction with homework. may involve library and internet investigations, visits and interviews. However it is difficult to manage and assess.ProjectsIncreasingly used in unexampled education as it is mat that developing your own learning material/methods gives you an ownership of your own learning experience. The assessment methods of the non-homogeneous project components need elaborated design and clear communication to the students. Written Questions / Exercises with Short, prolonged or Multiple-choice Answers Very widely used. loose to design, mark and assess. Simulations, Business Games Almost guaranteed to produce jovial learning sessions. Can teach a number of skills imaginatively and effectively. The better ones contain useful directions to come-at-a ble methods of assessment. May puff up be time-consuming. Conferencing / Reviews / AuditThis involves sitting down with learners and reviewing their indite work/homework/progress in general. A very useful and good process for teachers and students. Can be used to inject care, involvement and motivation into the teacher-learner relationship. Three points to watch when in operation(p) it as a method. 1. It can be time consuming as you father to give all students a review session. (If you do not those who are omitted will feel rejected) 2. If you do it in class you must ensure that those not come to contribute something useful to be getting on with. 3. Make notes on student performance today after the review, not during it. Summative Assessments Summative assessment looks at whether a student has achieved the desired learning goals or met standards. In the classroom, summative assessments usually occur at the end of instruction and document whatstudents have learned. Looking at the grades in a teachers grade book should give an inclination of what the bring up instructional goals or outcomes were for a grading period.These grades most likely re dumbfound summative assessments (tests, quizzes, projects, reports, written assignments etc) that tell the teacher whether the student has contained the skills or learned the content. A key aspect of summative assessment is determining which level students need to master the content or thinking. Tests that define mastering content at the level of memorizing events, names and facts are less likely to come alonging students thinking skills than tests that ask students to indite about big conflicts or themes that recur over time. Therefore good summative assessments are useful. The assessment must provide you with useful information about student achievement in the course. The assessment must be fasten to the learning goals you have and those learning goals must be important. If you assess unimportant or tr ivial concepts or just use chapter tests without legitimately looking at the items critically in monetary value of whether they reflect your teaching, what have you learned about what your students know? Valid for your purposes, the assessment must measure what it is hypothetical to measure.For example, if you ask students to draw a map reflecting the change in U.S. borders from 1789-1820, you will need to ensure that the assessment is s inwardnessd based on students understanding of the concepts not based on their ability to draw. Sometimes, the way the test is presented (e.g., small print with lots of complicated or enigmatic directions or too many items) can make it a less valid measure of the content being tested. It may be more a measure of student persistence than a measure of their knowledge of the content. As a teacher, taking a test yourself before giving it to your students will help ensure that the items reflect content you actually taught. It will also help you to d ecide if there are some aspects of the questions or layout that are content irrelevant, representing immaterial hurdles for students that could be simplified. Reliable, reliability has to do with the extent to which the s internality you give a student on a particular assessment is influenced by unsystematic factors.These factors are things that can fluctuate from one testing or grading situation to the next or from one student to the next in shipway that are unrelated to students actual achievement level (e.g., luck in guessing the right answer, compliments of time to complete the assessment on aparticular day, teacher bias or divergence in scoring of essays across students or from one test to the next). Thinking about how to reduce these factors such that the s vegetable marrows given are likely to be the most accurate reflection of students true achievement levels on the task or test should be an on-going process for teachers. Fair. The assessment must give the identical c hance of success to all students.For example, a large project that is done at home can be biased against low-income students, favouring students whose parents have extra time to help them over those whose parents need to work. In this type of assessment I can figure in forming and marking final examinations, selection type questions (Explanations, rendering and Diagrams), nature type questions (Alternative, Multiple choice, or Compulsory), and speaking assessments (Reece, I. and Charlton, M. 2007). Whether learning can be called the process of human change and transformation or the acquisition of knowledge and expertise, it always entails participation in relationship and participation transformation both of the person and of the social world ( boxer & Goicoechea, 2000). Summative Assessment Methods currently in use includeUnseen Examination in controlled conditions (e.g. 3 questions in 3 hrs) Seen exam cover in controlled conditions (as above, but you know the question(s) in advance)Open record or Take-Away examMultiple pickax Test in controlled conditions (paper-based)In-class testEssay or Report (e.g. on an individual or group project)PortfolioDissertationPresentation (may be peer-assessed and/or tutor-assessed)Performance (e.g. musical or dramatic)Oral examination (e.g. international voice communication speaking skills)AttendanceParticipation in lectures and/or seminars/online discussion boards, or group work (may be peer-assessed and/or tutor-assessed) Creation of a sack up page learning supposition emphasises learning with understanding. This means that teaching approaches should emphasise understanding rather than committal to memory and teachers should assess for understanding rather than prove knowledgeand recall of facts. Current learning theory emphasises the grandness of earning with understanding (Bransford et al, 2000). Bruner (1915-) supports this with his secerny learning theory. This is an inquiry- based, constructivist learnin g theory that takes place in problem solving situations where the learner draws on his or her past learning experience or and existing knowledge to discover facts and relationships and new truths to be learned.He states that children are better off discovering facts and relationships for themselves. This means that syllabus and teaching approaches should emphasise understanding rather than memorisation, should provide opportunities for in-depth study to allow for hard foundation of knowledge and conceptual development and should get up student abilities to be intimate and use meaningful patterns of information. Assessment processes, then, demonstrate deep understanding of concepts rather than surface knowledge and recall of facts. encyclopaedism Outcome 3Understand expectations in relation to the lower limit core in assessing learners in womb-to-tomb learning 3.1 Review ways in which minimal core elements can be demonstrated in assessing learners in lifelong learning. Key skil ls have become found as an integral part of the vocational curriculum. They are also becoming an more and more important part of many academic programmes. There has been a longstanding apprehension in this country with the standards of literacy and numeracy of the population. The 1992 DES discussion paper on Curriculum Organization and Classroom pull in Primary Schools stated that to function effectively in the 21st Century, our children will need higher standards of literacy and numeracy than ever before (DES, 199211) and led to the introduction of the literacy hour in schools in 1998 and the establishment of the teaching subordinate role in an attempt to raise the standards of literacy and numeracy. serviceable skills now form a core part of all four of the different qualification routes render to young people such as GCSE/ A take, Foundation, Diploma and Apprenticeship as well as being a stand-alone qualification in their own right at Entry Level, Level 1 and Level 2. The minimum core identifies two requirements placed on teachers works in spite of appearance the sector. The first of these requires teachers to recognise the ways in which low levels ofliteracy, numeracy and ICT skills might contain a barrier to the learning of their students. This means that indoors the teaching of their own particular subject differentiation, teachers should be able to support learners in these areas, which then leads to the second requirement that they themselves should possess a minimum level of personal skills in these areas, currently set at level 2.FIG.3 Functional ElementsIn my practice, I formally and informally assess the learners literacy skill by demonstrating the ability to read, write clearly and improve on their lexicon during the lesson with their self / peer / group work through talking with, auditory modality to and observing them, and after the lesson through reading and marking learner work, then give a ordained feedback as emphasized by Lewi s and Wray (2001, P51). For example, during one of the history classes titled important dates with the LO To be able to read and write big metrical composition in wrangle. Using Q & A, I listened to each learners as they try to call out the number (1910) written on the smart board, and observe their work as they try to write it down in words (one thousand, nine hundred and ten) in their individual notebooks. I checked their work for the spelling, correct placing the comma, before sound in front of the sides of each correct work with a red pen to encourage and laudation the learners efforts, and commenting positively with well done, good effort feedback (Ellis. 2011). Learners that do mistakes got a dot at the side of the mistake to help them visualize and adjust their work accordingly.FIG.5 aspiration LEARNING (2013)Diagnostic assessment for learners as requisite by the national curriculum can be used to identify and improve their minimum core skills, and knowledge through ob servation and questioning as they show competency and understanding towards the subject. The proposal for emend in the 14-19 sectors suggest that the teaching and learning of operable skills can be achieved through a number of different approaches ranging from discrete lessons through to fully embedding them within subject delivery. The Excellent Gateway defines embedding as teaching and learning which combines the development of literacy, verbiage and numeracy with vocational and new(prenominal)skills and suggests that the skills acquired should provide the learners with the confidence, competency and motivation necessary for them to stick with in life, at work and in life. Embedding therefore seeks to integrate the teaching of subject matter and operable skills, taking advantage of naturally occurring circumstances in which the two come together.This type of approach is unemotional resource intensive but it is expected that in the long term functional skills will stop the responsibility of tell apartrs in this area but will be reinforced in the rest of the curriculum in all the other sessions.(DCSF 20096). The issue was felt to be so important that the LLUK suggested in 2007, that all initial teacher training courses must match all the trainees so that they are able to teach their own learning programmes in ways that take account of the linguistic process, literacy, numeracy and ICT needs of their learners. They also added that all the teachers need to be confident in working with colleagues to ensure that the development and needs of delivery, literacy, numeracy and ICT of their learners are met. The three skills of communication, finish of number and information technology are now normally an integral part of all GNVQ qualifications. Teachers have to demonstrate through assessment and verification how they are including these skills in their assignments for the course.The Dearing Review of 16-19 qualifications (Dearing, 1996) highlighted the i mportance of students developing these skills on each of the main routes into the National Qualifications theoretical account. Accordingly QCA in conjunction with the main awarding bodies has developed key skills units from level one to level three which can be incorporated into different courses. Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language, literacy, numeracy and ICT (LLN & I) that are essential to teachers who work in the lifelong learning sector. urban center and Guilds (20083) Learners particular literacy, language, numeracy and ICT needs can be established through initial assessment, talking to learners, observing them end activities or using simple self- assessment tests. Recognizing and using a variety of different teaching styles is especially important to support literacy, language and number skills development. Learners working towards literacy, language, and numeracy goals will benefit from teaching which w ork to their strengths.The teaching styles which you adopt will have an jar on the type of language skillsyour learners will need to acquire. A didactic approach for example, may require listening and note taking skills predominantly, whereas a more learner centred approach may require higher level reading skills as learners are asked to interpret information for them. Even when we are trying to adapt to individual learning styles, the variety of activity used will have an impact on the language skills required within a particular programme of study. The language demands placed on learners are a direct result of teacher led mediation of learning. Skills for manners Quality Initiative Training Materials Teachers of all areas of specialism in the lifelong learning sector increasingly work with learners whose literacy, language, numeracy and ICT skills are below Level 2 of the Qualifications and Credit Framework (QCF).Learners difficulties in these areas can be a barrier to achievem ent of their goals. Teachers and trainee teachers will have high levels of skill in their own area of specialism. They are not expected to be specialist teachers of literacy, language, numeracy or ICT. However, there will be many naturally occurring activities for developing these skills within all areas of learning. The minimum core provides a foundation upon which all teachers can develop their own skills as well as their ability to identify when it is appropriate to work with subject specialists. (Minimum Core of Teachers Knowledge, Understanding and Personal Skills Pg. 3, LLUK 2007, updated LSIS 2013). Therefore they also need the knowledge and skills to identify opportunities for their learners to develop the increasingly higher levels of skills in literacy, language, numeracy and ICT required when taking other qualifications and in the workplace.Work done by teachers who specialise in teaching literacy, language, numeracy and ICT forms part of the solution, but there is also m uch that teachers of other areas of specialism can do to ensure the success of their learners. Functional skills are focused on the practical skills that allow individuals to strike confidently, effectively and independently in life, further learning and work. The intended added value of functional skills was that they equip people to apply English, ICT and mathematics in practical situations, choosing appropriate skills and techniques to solve problems. So functional skills should be incorporate into the curriculum and allow learners to apply these skills in real life. The knowledge within the subject has to be cogitate with the practical skills, helping them to thinkcreatively. Wilson (2009) In the context of the Skills for Life strategy, embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other skills.The skills acquired provide learners with the confidence, competence and motivation necessary for them to progress, gai n qualifications and to succeed in life and at work. man-to-mans at any age who possess these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work. (National Numeracy, For Everyone for life, 2013) Literacy skills help build the confidence of an individual while reading, writing, speaking and listening. It helps effective communication where information can be passed clearly through either speaking or writing. It helps understand information and act appropriately. It helps to make presentations, write reports, take part in group discussions and analyse ideas and information. It helps present information in a logical sequence, in the correct format using correct grammar. I used the question and answer as well as the brainstorming method to assess the literacy skills of my learners.In groups learners also constructed sentences from jumbled up words, making sure that the sentences were grammatically correct. It is important that learners master literacy skills so they can converse and communicate adequately in a globalised community. I found that some people would debate in their chosen work as they drop the requisite literacy skills to communicate and be understood. Numeracy skills help to understand heterogeneous mathematical concepts, and also how to apply them. It helps increase analytical, problem solving and reasoning skills, identify errors and confirm results. It helps use numbers and calculations to process data, solve complex problems and helps with logical working, interpretation and comparison of results in various forms like tables, graphs, charts and diagrams. These skills are the cornerstone of an increasingly computerised and scientific world and it is vital that learners are proficient in them.Although my lesson was history I used numeracy skills by asking different dates of major historical events like the start of the Second World War. Learners were able to state how long the conflict took by subtracting the start date from the end. ICT skills help an individual to confidently useICT systems for various purposes. Individuals can use ICT to interpret information and can also enhance their learning and improve the quality of their work. They can find information from a variety of sources. It also helps with digital or electronic communication, interpretation, storage and retrieval of information. Learners will also use ICT to look for more information regarding their work on the web, and gain ideas from different sources and also be able to compare, review or evaluate their results or finis with the results of the other various sources available, thereby improving their ICT skills. They can also be motivated to use spread sheets to draw tables and graphs, and use word processor to edit the literature. I used an interactive board and a web based presentation to illustrate the use of ICT in my lesson. close educational research on literature and numeracy development is based on children. Key educational theories tied to child development provide a useful starting point for a description and counterpoint with some of the available models of adult learning that can be drawn on by vocational and academic tutors. ( Hickely, J. 2013 ) I am going to reflect on the strategies that can be used to support learners as they develop their literacy skills within an embedded setting. I am also going to use this chance to reflect upon the rationale for embedding functional literacy skills into vocational and academic settings.There are a number of theories relating to how language is acquired but in general terms it is real that language development is innate but must be developed through exposure to language. In effect this means that language is developed through nature and nurture. Behavio urist learning was made touristy by Skinner, (1973) and is based on what can be seen and described. He suggested that children acquire language skills through artificial and reinforcement through positive reinforcement by those around them. The main floor for this belief is that children who do not hear language spoken do not speak and that children who are exposed to language acquire language skills gradually. In this instance it is therefore important for the learners to be totally immersed in language skills as they learn. This will help them master literacy skills as they learn other subjects. nurture Outcome 4Be able to evaluate own assessment practiceReview the effectiveness of own assessment practice, taking account of the views of learners As well as assessing the learners, self-evaluation is a mark of professionalism in teaching. Hounsell (200920) calls it an integral part of good professional practice. Self- assessment involves learners taking responsibility for monitor ing and making judgements about their own learning. This is a process that does always not come easily to all learners as they do not always value or trust their own judgements, or have the necessary skills to make a judgement. As a result self-assessment often requires a strong structure in the initial stages until learners or teachers feel more relieveable with it as a process and have acquired the skills required to make it a worthwhile activity. Just as many of us, consciously or unconsciously, tend to use those teaching strategies we see as learners, so our own experience of being assessed plays a key role in the development of our repertoire as a teacher. (Armitage et al, 2003154) The nature and impact of assessment depends on the uses to which the results of that assessment are put.A system whose main priority is to generate information for internal use by teachers on the next steps in pupils learning may have different characteristics and effects from one where the drive i s to produce a qualification which will provide a grade on which an employer or a university admissions tutor might rely in order to judge the suitability of a candidate for employment or further study. (Mansell et al 20095) Novice teachers often have intrinsic motives for evaluation. They want to know whether they are doing well or as expected. They might wish to discover their own strengths and weaknesses and compare their performance with that of experienced colleagues whom they respect Hounsell, (200923). However, once the novice has achieved a desired comfort level with the teaching role, continued self-evaluation guards against complacency and enables on-going improvement and freshness, helping to maintain job satisfaction.Assessment and instruction are often conceived as curiously consort in both time and purpose. The measuring stick approach to classroom assessment, exemplified by standardized tests and teacher-made emulations of those tests, presents a barrier to the impl ementation of more constructivist approaches to instruction. ( gentilityal interrogationer, Vol. 29, No. 7, pp. 4) The cardinal ideas of social efficiency and scientific management in the curriculum circle were closely linked, respectively, tohereditarianism theories of individual differences and to associationist and behavioristic learning theories. These psychological theories were, in turn, served by scientific measurement of ability and achievement. For John Franklin Bobbitt, a draw in the social efficiency movement, a chief(a) goal of curriculum design was the elimination of eat up (1912), and it was wasteful to teach people things they would never use. Bobbitts most telling principle was that each individual should be educated according to his capabilities. These views led to a highly differentiated curriculum and a largely utilitarian one that disdained academic subjects for any but college preparatory students. Alongside these curriculum theories, Edward Thomdikes (19 22) association theory and the behaviourism of Hull (1943), Skinner (1938, 1954) and Gagne (1965) conceived of learning as the accretion of stimulus-response associations. ( facts of lifeal Researcher, Vol. 29, No. 7, pp. 5) Thorndike was both the originator of associationist learning theory and the father of scientific measurement.The cognitive renewing reintroduced the concept of mind. In contrast to past, mechanistic theories of knowledge acquisition, we now understand that learning is an active process of mental construction and sense making. From cognitive theory we have also learned that existing knowledge structures and beliefs work to enable or impede new learning, that intelligent thought involves self-monitoring and awareness about when and how to use skills, and that expertise develops in a field of study as a principled and coherent way of thinking and representing problems, not just as an accumulation of information. (educational Researcher, Vol. 29, No. 7, pp. 5) In my experience I have found out that the data you collect for yourself can be formative and forward looking, whereas other available feedback data tends to be more summative and converse looking. Extrinsic motivations for evaluation cannot be ignored.There may be requirements connected with your formal status as to probation and tenure, monitoring by external bodies such as the Quality Assurance Agency, and you may wish to seek personal recognition of your teaching expertise through schemes such as that of the higher(prenominal) Education Academy. In the context of my own teaching practice I would begin initial assessment within the classroom using an ice breaker. This not only allows the group to get to know each other, but also identifies participants existing knowledge or skills and gives furtherindications of preferred learning styles and tendencies. Based on the key questions within the CIF (The Common Inspection Framework used by Ofsted and the Adult Learning Inspectorate (ALI ) as the basis for inspecting post-16 education and training focuses on the learner and learning. is How well do learners learn, progress and ultimately achieve ?(Jones 200520) instead other forms of assessment such as questions and answers or a quiz could be used. This gives a good starting point for work on students Individual Learning Plan (ILP) which will constantly break with the use of feedback and communication between student and tutor giving a clear picture of progress a and revised goals. I would endeavour to use all of the above assessment activities particularly counseling on those that provide an active learning experience, where learning is more enjoyable, better understood and recalled more effectively, teaching by doing. All activities would be supported by hand outs given at the start of the session. Assessment makes teaching effective teaching.Mere presentation, without assessment of what the learners have made of what you have offered themis not teaching. So as sessment is not a discrete process, but integral to every stage of teaching. So, that at the end, learning is believed, with evidence to have taken place (Jones 2005) In conclusion recording provides the platform from which teachers can base their coverage to others and is a mechanism for evaluating learning and teaching. A compendious account of teaching and learning aims as in a scheme of work. This usually follows the curriculum and is a brief indication of the teaching methodsREFERENCES(1) Wilson 2009, Synthesising Affect and apprehension in command and Learning, Social Psychology of Education an International Journal 12 (2) (2) Shepard, L.A, The Role of Assessment in a Learning Culture, Educational Researcher, Vol. 29, No. 7, pp. 4-14 (3) Segers et al 2003, the role of scaffolding and motivation in CSCL, Computers & Education, November 2012 (4) Reece, I. Walker, S. 2007, Teaching, Training and Learning A Practical Guide, sixth Edition. Sunderland Business Education Publishe rs Ltd (5) National Numeracy, For Everyone for life, 2013(6) Edward-Gray, D, Griffin, C, Nasta, T. 2000, Training to Teach in Further and Adult Education, Nelson Thornes. (7) Burhuss Fredrick, Skinner, 1976, About Behaviorism, vintage Books Edition (8) Julia Hickely, 2013, Literacy for QTLS Achieving the Minimum Core, Routledge (9) Bransford et al 2000, How People Learn Brain, Mind, Experience, and School Expanded Edition, Brain matter (10) Packer & Goicoechea, 2000, Sociocultural and Constructivist Theories of Learn.pdf (11) Hounsell, D. Enhancing Teaching & Learning in Higher Education, NU2010, Dialog for Lrande, University of Stockholm, 13-15 October 2010 (12) Barnet College, Assessment Policy, www.barnetsouthgate.ac.uk/ (13) Inclusive learning approaches for literacy, language, numeracy and ICT, Companion guide to the minimum core, November 2007 (14) Minimum core of teachers knowledge, understanding and personal skills, LLUK 2007, updated LSIS 2013 (15) Hampshire Learning Polic y and Procedures for Assessment and Internal Verification, 2012 (16) Bruner, J.S. On Knowing Essays for the left hand. Cambridge, cud Havard University Press, 1967 (17) www.llantarnamschool.net/(18) Armitage, A. et al ,2003, Teaching and Training in Post-Compulsory Education, second Edition, OUP (19) Gould, J and Roffe-Barentsen, J. 2014. Achieving your Diploma in Education and Training, keen (20) Mansell et al., 2009, Nfer, Evidence for Excellence in Education, and Assessment clear Group. Assessment in Schools Fit for Purpose? A Commentary by the Teaching and Learning Research political program. London Teaching and Learning Research Programme online. Available www.tlrp.org/pub/documents/assessment.pdf18 September 2014. (21) Jones C. A. (Dr) 2005 13-25), Assessment for learning, print by the Learning and Skills Development Agency. www.LSDA.org.uk (22) AQA. 201223. GCSE Specification, Mathematics For exams June 2014 ahead for certification June 2014 onwards, A (3 units, termina lly assessed) 4 3 6 0 (23) Barnett. C. A 2012 How to create assessment opportunities that meet the need of learner H34. Cited in SCCD overturn Notes 2012 Developing assortediation and Lesson Panning skills. Teaching and Learning Styles Lesson Plans (24) Coffield, F, Moseley, D.,Hall, E., & Ecclest Celestine 2004). Learning styles and pedagogy in post-16 learning A systematic and critical review. (25) Ellis, V. (2011 1-34), Learning and Teaching in lowly Schools, 4thEdition.115. (26) Gravels, A (201296-112). (2nd Edn) Passing PTLLS Assessments Chapter 10, 11, 12 keen Publications, UK.BIBLIOGRAPH 1) Bagnall, G. et al (2004) the effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice. 2) Biggs J. Teaching for quality learning at university. Buckingham Open University Press, 1999 3) Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I The Cognitive Domain. New York David McKay Co Inc. 4) Brown, S., Ru st, C., Gibbs, G. (1994) Strategies for Diversifying Assessment Oxford Centre for Staff Development, UK 5) Hatfield, Susan. (1992) Department Level Assessment Promoting Continuous Improvement 6) Nightingale, P., Te Wiata, I.T., Toohey, S., Ryan, G., Hughes, C., Magin, D. (1996) Assessing Learning in Universities Professional Development Centre, University of New southeasterly Wales, Australia. 7) Shepherd, Lorrie, (2000) the Role of Assessment in a Learning Culture, Educational Researcher, Vol. 29, No. 7, (Oct., 2000), American Educational Research Association Educational Researcher, Vol. 29, No. 7 8) Tummons J, (2007) decorous a Professional Tutor in the womb-to-tomb Learning Sector Learning Matters, Exeter. 9) University of Hull, (2014), The UK Professional Standards Framework for teaching and supporting learning in higher education.pdfWEBSITES Assessment, Recording & Reporting for Learning http//www.charterhousesquareschool.co.uk/assessment-recording-reportingfor learning.html ASSESSMENT, RECORDING AND account POLICY (2012) http//www.qehbristol.co.uk/media/PDFs/Policies/assessment%20policy %20juniors%20-%20dec%202012.pdf Assessing learners in lifelong learning http//qualifications.vtct.org.uk/ unit pdf/UV40815.pdf Difference between Assessment and paygrade? http//Uk.ask.com/ question/difference-between-assessment-and-evaluation Engage in assessment Different ways to assess your students http//www.reading.ac.uk/engageinassessment/different-ways-toassess/ Formative Teaching Methods http//geoffpetty.com/wp-content uploads/2012/12/FormativeTeachingMethods2.doc How to create assessmentopportunities that meet the need of learner H3 http//charlottepttls.blogspot.co.uk/2012/04/how-to-createassessment- opportunities. htmlScheme of Assessment http// filestore.aqa.org.uk/subjects/AQA-4365-W-SP-14.PDF The Data Protection Act 2003- httl.www.regulatorylaw.co.uk/data protection.html