Report| Methods Of Assessment For Teachers

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Added on 2020-02-03

Report| Methods Of Assessment For Teachers

Added on 2020-02-03

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Module 2 Planning and AssessingStudent. No2016-17

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Table of ContentsINTRODUCTION...........................................................................................................................1Main Content...................................................................................................................................1CONCLUSION................................................................................................................................6REFERENCES................................................................................................................................8

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INTRODUCTIONThere are different set of skills and capabilities that an individual possess. Further,to perform any set of roles and responsibilities it requires certain skills. The process oflearning and teaching skills is something that is required in a school as a teacher(Breckwoldt, Svensson, Lingemann and Gruber, 2014). There are certain ways andstrategies that are applied in order to make sure that students are being taught. This reportaims to determine different methods related to assessment for teachers and methods inpromoting student’s achievement, motivation and behaviour. Further, it includes criticaland comparative analysis for deconstructing the assessment method within class room. Inaddition to this, it also examines impact of these strategies on learning behaviour.Moreover, overall evaluation will be made of overall effectiveness of assessment that ispractised at Engineering and to determine current trends for grabbing student’s attention. “From their very earliest school experiences, our students draw life-shapingconclusions about themselves as learners on the basis of the information we provide tothem as a result of their teachers’ classroom assessments.”(Stiggins, 2012, p.1)The Mechanical and Electrical Engineering Department (Eng. ME) is a part ofvocational college which aim at providing different types of engineering skills andopportunities for students aged 16-19. This report will focus on FE – NationalQualification Framework (NQF) – BTEC- Level 2 First Extended Certificate inEngineering pathway and this is helpful enough to shape majority of teachers and is alsointeresting aspect for institutional perspective. Main ContentThere are different types of methods that are used by teachers in order to makeproper assessment. In this context, there is an examination that is Edexcel which is alsoknown as Pearson. This is a type of multinational education body that is privately ownedexamination board in UK (Grover, 2015). All the students who graduate from this courseget level 2 National Diploma. Further, all the students of BTEC are assessed over the yearand their progress is evaluated with the help of summative, formal and Assessment ofLearning (AOL) methods. In this context, it includes verbal presentations, essay1

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submission, group projects and timed written papers (doing assignments on certain giventime). Students are provided with termly grade transcripts in which they are given feedback foreach of the submission or assessments and they have got one chance to resubmit. Black and Wiliam (1998) refers to the term assessment as being: ‘All those activities undertaken by teachers, and by their students inassessing themselves, which provide information to be used as feedback tomodify the teaching and learning activities in which they are engaged.’(p.2) So there is an assessment tracking sheet that is made for each of the groups and this ishelpful for tutors to get overview of students’ progress. This enable tutors to identifyspecific learning needs. With this respect, it includes providing students with audiosoftware, laptops, coloured papers, extra time, etc. Another form of assessment is Criterion Referencing approach. This is a type ofapproach that is designed to measure performance of students against predeterminedcriteria. It includes a written paper in which student’s expectations on knowledge andlearning is listed down and performance is compared (Bernard, Gosztonyi and Revuz,2015). On this way, students are able to chart their progression on the basis of continuing/Ipsativeso as to promote effort based attributions towards success. These methods are helpfulenough to identify the areas in which students need improvement. As per the findings, theyget to know the ways that can be implemented with the help of which identified areas canbe improved. However, one of the issues which has been identified in Assessment Of Learning(AOL) is that, it does not allow any room for differentiation (Aelterman, Vansteenkiste,Van Keer and Haerens, 2016). This is a type of fundamental obstacle which I realised aswell and try to address it. In order to overcome, this is only possible when module contentis adjusted in order to match up the criteria that are set by exam board.In order to develop my understanding and overall effectiveness of assessment at BTEC andEng.ME department, it is helpful for me to make proper research over the formal policies2

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Report| Methods Of Assessment For Teachers