Principles of Assessment in Lifelong Learning Sector Essay

Excellent for assessment of application of principles to real-world situations. Can reach all the way up Blooms original taxonomy to synthesis and evaluation. Read more: Assessment: case-studies http://www.learningandteaching.info/teaching/assessment_casestudies.htm#ixzz2Rr8F0faTUnder Creative Commons License: Attribution Non-Commercial No Derivatives Excellent for assessment of application of principles to real-world situations. Can reach all the way up Blooms original taxonomy to synthesis and evaluation. Read more: Assessment: case-studies http://www.learningandteaching.info/teaching/assessment_casestudies.htm#ixzz2Rr8F0faTUnder Creative Commons License: Attribution Non-Commercial No Derivatives Principles of assessment in†¦show more content†¦The teacher can use a lot of different methods here such as Question and Answer, Quiz, Peer-assessment, Observation, Discussion, to name a few. Assessing your students on a formative basis will enable you to see if they are ready prior to a summative assessment Gravells (2012:116). The summative assessment will happen at the end of a course or module. This is usually a rather stressful experience for students and takes the form of an exam, either in written, oral or practical form. The choice of exam usually lies with the awarding body and great care must be taken to only assess the qualification requirements (Gravells, 2012:116). There are a variety of assessment methods available but considering my specific skills area I would like to discuss the following: Role Play, Discussions, Case Studies and Observations. My specific skills area is Hospitality and Customer service so any sort of assessment is best made in an interactive environment as it is mostly about dealing with customers. In a role play, students act out a hypothetical situation and try to resolve arising problems. This gives a practical side to theoretical knowledge, encourages students to participate and can lead to peer assessment which will be discussed at a later point. It also gives me a chance to assess language and attitude which are both extremely important in my field. The weaknesses are that not all students will be able toShow MoreRelatedMethods in Performing Assessment962 Words   |  4 Pagesareas: A) Principles of assessments. B) Peer and self assessment. C) Feedback and questioning. D) Types of assessment records. Principles of assessments VALIDITY A valid form of assessment measures what it supposes to be measured. â€Å"A valid assessment must also assess a sample of the abilities that are required in the curriculum† (Ian Reece, 2007, teaching, training and learning) Fairness: Fairness censures that everyone has an equal chance of getting a good assessment. â€Å"All learnersRead MoreEducational Psychology and Assessment1205 Words   |  5 PagesCertificate in Teaching in the Lifelong Learning Sector - (Intensive) |Unit Title |CTLLS UNIT 3 - Principles Practice of Assessment | |Theory Assessment Number | | |Candidate Name |KEN PHILLIPS |Candidate Number | | |Date Issued | Read MorePTLLS Overview1077 Words   |  5 PagesTeach in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in lifelong learning 1.1 SummariseRead MoreRoles Responsibilities as a Teacher1356 Words   |  6 Pagescycle The Teaching/Training cycle is a model of assessment of needs, planning and review set out to guide teachers in their roles, responsibilities and boundaries. Initial assessment and the identification of individual learners needs is a crucial part of the learning journey. The initial assessment of individual needs helps to identify both learners’ skills against national standards and further diagnostic testing can identify preferred learning styles. The analysis of results can then be usedRead MorePtlls Assignment 1 Roles and Responsibilities Essay1137 Words   |  5 PagesLifelong Learning Sector Lifelong learning sector covers adult education (16+) outside universities and takes place in further education colleges, adult and community learning centres, work-bases, libraries, archives and information centres, the forces, NHS, prisons, private colleges. The learners range widely in their ages, interests, abilities, cultural and ethnic backgrounds, etc. Teacher’s Roles and Responsibilities Our role as ESOL teachers is extremely diverse and includes manyRead MoreEssay about Princilples of Assessment Unit 12 Pttls1553 Words   |  7 PagesCapon Unit 012 Principles of assessment in lifelong learning The types of assessment a trainer will use in lifelong learning include initial, diagnostic, independent assessment, formative, summative, internal, external, formal and informal assessment. â€Å"Assessment is a way to find out if learning has taken place.† Tummons (2007: p5) Gravells (2011:p91), describes the assessment cycle in the following terms; â€Å"the initial assessment, assessment planning, assessment activity, assessment decision andRead MoreUnderstand theories, principles and applications of formal and informal assessment1510 Words   |  7 Pagestheories, principles and applications of formal and informal assessment Introduction In this assignment I will briefly discuss the various types of assessment available to myself as a teacher in the lifelong learning sector, highlighting some methods of assessment and their qualities and the involvement of IT as an assessment resource and learners in the assessment process. There are primarily four different types of assessment used whilst teaching in the lifelong learning sector, all asRead MorePtlls 6302 Roles and Responsibilities Essay1510 Words   |  7 Pagesintroduction to roles, responsibilities and relationships in lifelong learning Legislation and codes of practice The code of practice for teaching further education, within the lifelong sector is regulated by the Institute for Learning (IFL). This independent professional body provides a register of teachers/trainers and skills, promotes continuous professional development, and represents their members when interacting with government, agencies and sector organisations (IFL: 2011). General legislation thatRead MoreUnit 502 Task A1145 Words   |  5 Pagesï » ¿Introduction This report will analyse some of the theories, principles and models in education and training. I will report on how these can be applied, and how they can enable inclusive learning, through exploring my own research. The report will also show how learners preferences should be taken into account as per of inclusive teaching and learning. A – Analyse theories, principles and models of learning and models of learning preferences Wilson, L (2014) has shown that there are three mainRead MorePTLLS Unit 012 Principles of Assessment in Lifelong Learning1266 Words   |  6 Pagesï » ¿ PTLLS Unit 012 Principles of Assessment in Lifelong Learning Produce 1 Written Rationale of 1000 words for all areas of research in 1 to 3. 1.1 Analyse how types of assessment are used in lifelong learning: â€Å"Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you†.   Gravells A. Page 113.   Assessments are used to track not

National Symbol For The Drug Abuse Resistance Education...

The D.A.R.E. program has become the national symbol for the Drug Abuse Resistance Education programs, which are partnered by experience police officers, parents and schools throughout the United States. All D.A.R.E. officers are those who are members of agencies that share the responsibility protecting the trademark mission that is D.A.R.E. This program has been taught in all 50 states and at least 49 countries. During the late 1970’s and early 1980’s there was an unparalleled rise with drug among our youth in Los Angeles. As a result, in 1983, the Los Angeles police department decided to form this program. The programs have volunteered police officers who are invited by local schools to speak and work with children. This way the officers are targeting varies ages with the hopes of teaching them the consequences of drug procession without scaring them too much. Compared to the discussions these officers provide the teachers, which they aim to enhance more interactive discussions and workbooks. Their mission statement states that they wish to promote prevention of substance abuse. Although, they do mention finding ways to avoid to gang membership manipulations. As a result, students who have entered this program signs a pledge to not use drugs or joining gangs. Furthermore, it teaches students to develop good decision making skills in order to help them to remain safe and responsible for their lives and those of others. Today, D.A.R.E.’s success has been seen throughout allShow MoreRelatedYouth Gang Membership : A Serious Problem Affecting Many Youths Essay1272 Words   |  6 Pagesserious problem affecting many youths in America. Per the National Youth Gang Survey by the U.S. Justice Department puts the number of youths in gangs at only about 302,000. But a 2015 study by G. Gately found that there are more than 1 million youth gang members. 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Essay on Once More to the Lake Free Essays

An Analysis of E. B Whites, â€Å"Once More to the Lake† In E. B Whites essay, â€Å"Once More to the Lake† he reflects on his summer outing with his son. We will write a custom essay sample on Essay on Once More to the Lake or any similar topic only for you Order Now Throughout the trip, memories of his childhood, long forgotten, resurface themselves as he experiences the same vacation with his own son. These memories create in him a feeling as if time has not changed and that he is reliving his old days. His father used to take him to the same camping spot as a boy. He was certain that there would be changes since then, but on arrival his senses are awakened and old feelings revived as he takes in the unchanged sights, sounds, and smells of the peaceful lake in Maine. The overall theme of this story is the acceptance of aging and the passing of time. The passage of time throughout the story has a relentless hold on White, he struggles throughout as reality becomes harder and harder for him to grasp. The author incorporates many literary devices which add to his overall vivid descriptions and comparisons, a few which include: imagery, tone, and symbolism. By these techniques the narrator is able to set the reader’s imagination on fire! Throughout this literary work detailed comparisons are blended in as he remembers his own vacation to the lake as a young boy. These comparisons make it hard for him to face the fact that he has aged very much since that time. The feelings and emotions these reincarnated memories create bring about sensations of a â€Å"dual existence† (25) in White. The narrators detailed diction in describing these emotions and senses that are being brought back and relived, arouse similar feelings in the reader. It makes us empathize for the now, grown man. He remembers such things as the smell of his bedroom, â€Å"picking up a bait box, or a table fork† (25), as well as many other intricate details. Everything seems to bring him back to the cherished memories he had stored for so many years of him camping on the lake with his own father. The imagery used in the essay enhances the overall experience. Another important technique which adds to this story is how the author meticulously compares the past with the present. For the duration of the story White repeats the same phrase, â€Å"there has been no years† (25, 26). He feels as if time is at a standstill. The tone that the speaker incorporates, works to bring out deep emotions in the reader. We feel for him as he describes this, â€Å"utterly enchanted sea† (26). The reverence he has for the, â€Å"peace, and goodness, and jollity† (27) of this special place reveals itself in multiple occasions of the story. He upholds this seemingly sanctuary in the utmost respect as it holds the memories of him and his father. In the course of time, this dwelling place of remembrance will rebirth into future generations. Something’s that have changed about the place, bring white back to the reality of time and aging. He speaks of how he came upon an old path used by horse drawn carriages back in his day, it used to have three tracks, but now that the automobile was invented only two were seem, etched in the dirt, tire tracks from the cars passing to and from. He states that for a moment he, â€Å"missed terribly the middle alternative† (26). Although this actuality is brought up, White pushes it aside and adopts his dual existence willingly. He continues to imagine that he is his father, and his son, is in fact him, he states, â€Å"which was I, the one walking at my side, the one walking in my pants† (28). White notices another difference, in this otherwise, so familiar place, it was the sound of outboard motors, â€Å"unfamiliar nervous sound† (27). They are sounds that bring him out of his dream world; he is distraught over these changes. This makes us believe that the very thought of these dissimilarities were unbearable for him to cope with. He was in denial of the fact that time had passed. The symbolism used in this essay is brought about in a clear manner when White describes the thunderstorm. This storm is used to represent a sort of rebirth. The rain comes and there is a sudden sense that there is a, â€Å"return of light, and hope, and spirits† (29). At this point he begins to see the trip in a whole new perspective or â€Å"light† (29). He is hit with a sudden realization that though everything seems just the same, he can make the connection that this is a new generation and new memories are soon to be fabricated, â€Å"linking the generations in a strong, indestructible chain† (29). In the end he is forced to face the absoluteness of time. As he watches his son slip into his cold, wet swimming trunks he once again imagines it is himself then he is suddenly hit with a, â€Å"chill of death† (29). He realizes that switching places with his father also means he is going to die. He is brought to the fact that much time has passed. This leads to his concluding acceptance of his own mortality. He wanted so dearly to hold onto the memories of old and never acknowledge the fact that the times had changed, yet deep down he knew that this would be impossible. In the end White embraced the process of aging and found the good that could stem from it; but it was clear that throughout the narrative the overall theme was his struggle in the acceptance of aging and the passing of time. He concludes that eventually he can use these memories and experiences to connect with future generations of his son, and furthermore his son’s son. He did not have to hold onto the false idea that aging was a curse but he was able to let go and take it as more of a blessing. He would be able to pass these memories on for years and years to come. People should certainly accept the fact that everyone ages and time goes by quick. Every new moment counts and wonderful memories, experiences, and also wisdom can ultimately be cherished and passed on to further generations of people through these durations of time. Abraham Lincoln once said, â€Å"And in the end, it’s not the years in your life that count. It’s the life in your years†, this quote rings true in the inspirational story, â€Å"Once More to the Lake†. How to cite Essay on Once More to the Lake, Essays