By Jonathan Tummons
Read Online or Download Assessing Learning in the Lifelong Learning Sector: 2nd edition (Achieving QTLS) PDF
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Extra resources for Assessing Learning in the Lifelong Learning Sector: 2nd edition (Achieving QTLS)
Example text
Unless the assignment is going to go towards their final mark, why should they need to do it? Perhaps they do not see it as relevant, or as a good use of time? Jenny thought of this, and decided to spend some time in her lesson explaining what she was trying to do: I told the group about why I wanted them to do the exercise. It was partly to help them, but partly to help me as well! That made them laugh and relax a little. I explained to the group that by getting them all to do a short piece of writing, it helped me work out how they were doing so far, and whether or not I was getting all the ideas over to them.
Richard is a lecturer in performing arts, specialising in acting. He is teaching a group on a BTEC First Diploma in Performing Arts, and has to design an assessment for Unit A2: Devising Plays. Here are the learning outcomes from the unit: To achieve this unit a learner must: 1. Understand a range of drama forms and techniques 2. Explore, develop and rehearse material for a devised play 3. Communicate ideas, issues and/or feelings through the performance demonstration of devised work 4. Evaluate the effectiveness of devised work for performance.
If she can develop this ability and self-assess all the time ± and not just when prompted by her tutor ± then Susan will have developed a very useful skill. Refer back to Chapter 2 for more detailed notes on self-assessment. Another technique that some practitioners use is peer-assessment. This is a form of assessment where members of a peer group (a group of learners in the same class or workshop setting, all attending the same course) assess each other. After all, if learners can learn from teachers and trainers, books and websites, videos and field-trips, they can learn from each other's experiences and knowledge as well.