AET 6502 Unit 305: Assessment and Planning for Micro-teach, Education

This assignment solution addresses the requirements of AET (Award in Education and Training) 6502 Unit 305, focusing on assessment and planning for micro-teaching. It begins by explaining the purposes of various assessment types, including formal, informal, initial, formative, summative, and continuous assessments. The document then details the characteristics of different assessment methods (assignments, tests, presentations, etc.), comparing their strengths and limitations. It further explores how these methods can be adapted to meet individual learner needs, considering factors like dyslexia, physical disabilities, and language barriers. The importance of involving learners and others in the assessment process, along with the roles of peer and self-assessment, is discussed. The assignment also outlines key features of constructive feedback and its contribution to the assessment process, along with methods for providing it effectively. Finally, it covers record-keeping requirements related to assessment.

AET – Award in Education and Training
6502
Unit 305
Assessment and planning for the micro-teach

Contents
1-1 Explain the purposes of types of assessment used in education and training.................3
1-2- Characteristics of methods of assessment in education and training...............................4
Comparison of strengths and limitations of different methods................................................4
1-3-Comparison of the strength and limitation of different methods in relation to meeting
individual learner needs...........................................................................................................6
1-4- How different assessment methods can be adapted to meet individual learner needs. . .7
2-1- Why it is important to involve learners and others in the assessment process.................8
2-2-The role and use of peer and self-assessment in the assessment process.........................9
2-3- Sources of information made available to learners...........................................................9
3-1- Describe the key features of constructive feedback........................................................10
3-2-How constructive feedback contributes to the assessment process................................10
3-3-Ways to give constructive feedback to learners...............................................................11
4-1- Keeping records of assessment of learning.....................................................................11
4-2-Summarising the requirement of keeping records of assessment in organisation...........12
Conclusion.............................................................................................................................. 13
REFERENCES........................................................................................................................... 14

1-1 Explain the purposes of types of assessment used in education and
training
Different types of type of assessments are present which can be used in education as
well as and training. Formal assessment is considered important is considered as major one
because through which it is possible to know how well learners have learned the material
which is being taught to them. Information assessment is second effective method through
which behaviour of a learner can be assessed easily, initial assessment is also an effective
technique with the help of which teacher can obtain information regarding reasons for
choosing course, prior learning, qualification gained etc. Formative assessment is an effective
method which is ongoing and is regarded as a crucial part of learning process. Further,
through this it is possible for a teacher to make changes in their lesson planning. Summative
assessment is also beneficial and it helps in knowing what learners have learnt. At last,
continuous assessment is also undertaken and it helps in determining all the aspects of
learners’ progress and development through learning process.
There are different types of assessments which that can be used in education and training:
1. Formal assessment
This type of assessment is used to determine how well learners have learned the
material that is being taught to them.
2. Informal assessment
This type of assessment is usually used to identify the learner’s behaviour, document
performance and even it helps in making make decisions of the future actions
3. Initial assessment
This assessment is undertaken iat the time of at starting the the start of the course or
the unit. It can help the could help the teacher to get information about prior learning,

reasons for choosing the course, qualifications gained and about , any specific
requirements which the the learner may have etc.
4. Formative assessment
This assessment is an on-going process and can be part of the learning process as well
as and it allows the teachers to make changes in their to their lesson planning and
delivering in aim to meet the needs of their learners
5. Summative assessment
This assessment is final , and it occurs at happens at the endthe end of the course or
the unit and it assesses what the learners have learnt.
6. Continuous assessment
This assessment is similar to the formative and shows all aspects of learners’
progress and development through the learning process
1-2- Characteristics of methods of assessment in education and training
Different methods are present which teacher can use in order to assess the learners
and basically they are and they are assignment, test, exam, questions and answers, homework,
observation, role plays, project work, presentation, quiz and peer assessment. Further, various
attributes of assessment techniques are present and they which involves they should be
planned and prepared before starting start, they should assist the learners to complete their
learning experience and, should support the teacher in ensuring that their teaching is effective
etc. So, all these characteristics supports in knowing the effectiveness of the different
assessment methods.
Comparison of strengths and limitations of different methods
Strengths along with limitations of different assessment methods have been shown below: Assignments: Main strength of this method is that learners can show a range of skills,

demonstrates high level of literacy. and is easy to set. Further, main limitation of this
method is that it is time consuming and to mark, use of internet supports in finding
plagiarism etc. Written work: Main advantage of suing this method is that it supports teacher in
knowing the level of literacy along with grammar. On the other hand, main limitation
of applying this method is that it suits more to the academic learners. Presentation: The advantage of main strength of applying this method is that it is
good for developing key skills but main limitation is that it is time consuming and
information can be repeated easily. Projects: By adopting this method learners can work in groups and project can be put
on display for different people. Main limitation of this method is that it consumes
high time and is also can be expensive also.
 Test multi choice questions: Main advantage of adopting this method is that it is good
informal assessment of learning and it is easy to mark. Further, its main limitations its
main limitations are that it is hard to make involve hard writing and teacher can use
same test often.
Other methods that teacher can use to assess the learners might be:
 Exam
 Assignment
 Test
 Questions and answers
 Practical work
 Written work
 Homework
 Observation
 Role play

 Project work
 Presentation
 Quiz
 Peer assessment
 Self-assessment
 Observation
 Case studies
 Professional discussions
 Mock exam
1-3-Comparison of the strength and limitation of different methods in
relation to meeting individual learner needs
The strengths and limitations of some assessment methods are given in the table below.
Table 2: Strengths and limitations of some assessment methods
Method Strengths Limitations
Assignments - Learners can show a range of
skills
- Can help in focusing on the
help focus a learner
- Demonstrate the level of
literacy
- It is Easy to set
- Use of internet give rise to
plagiarism makes the
plagiarism very easy
- Depend on the learners ability
to write the assignment
- Time consuming to mark
Written work - Allows the teacher to assess
the level of literacy and
grammar
- Learning support can be put
into place at an early stage
- Suit more to the academic
learners
- Learners might be worried
about their spelling and the
level of literacy
Presentations - Develops learner’s
confidence
- Good for developing key
skills
- Time consuming
- Information can be repeated
Projects - Learners can work in groups
- Project could be put on
display, so that different
people can assess the project.
for different people to assess
- Time consuming
- All the members of the group
could not work effectively
- Could be expensive

Test – multi choice
questions
- Easy to mark
- Easy to make, amend and use
again
- Good in informally assessing
the learning of
individual.informal
assessment of learning
- Hard to write
- Learner does not doesn’t have
the opportunity to expand the
answer
- Learners can guess when they
have to answer the answering
the questions
- Teacher should not reuse the
same test often
Table 2: Strengths and limitations of some assessment methods
1-4- How different assessment methods can be adapted to meet
individual learner needs
Sometime it is possible that learners may have have any kind of disability and due to
this basic reason different methods can be undertaken so as to provide proper support to
them. Learners with dyslexia can be provided with extra time to complete work,work
theyand they can be given the provided opportunity to answer questions orally. Learners with
physical disability can be provided with extra time and different higher table for users who
are having wheel chair. For hearing impairment learners’ visual resources can be used along
with computer software package and written instructions can be provided to them. For
partially sighted learners, lightning can be adjusted and voice recorder can be used.
There are some examples how the assessment arrangements and methods can be
adapted to meet the learner’s needs.
1. Learners with dyslexia
 extra time to complete the work
 coloured overlay for reading and coloured paper
 opportunity to answer the questions orally
 Aa reader could be provided to them
2. Physical disability

 The environment should be altered to suit the learner
 Learner should be allowed the extra time
 Higher table might be needed for wheel-chair users
3. Hearing impairment
 A signer might be provided
 Written instructions might be provided
 Visual resources might be included
 Headphones could be provided
 Computer software package might be used
4. Partially sighted
 Instructions could be produced in a larger font size or Braille
 Lighting could be adjusted
 Opportunity to answer questions orally
 A voice recorder could be used
 Computer software package might be used
5. English as a second language
 Instructions could be given in the learner’s own language
 An interpreter could be provided to them
 Computer software package might be used
2-1- Why it is important to involve learners and others in the
assessment process
By involving learners in the assessment process it is possible to enhance their
motivation level and through this it is possible to know what they have to do, what is
expected from them and how to prepare them for the assessment?
Further, it has large number of benefits for learners such as they can interact with each other,
can practice feedback skills and even they can take responsibility for their learning (Chen,

Yu and Chen, 2012).
Teacher should try to involve the learners in the assessment process from the start
when they are planning it. It will encourage the learners to be motivated and feel
valued and included.
Involving the learners in the assessment process will help them to understand better:
 What is expected from them
 What they have to do
 How to prepare for the assessment
It has other benefits for the learners:
 Take responsibility for their learning
 Make learners interact with each other
 Opportunity to learn from each other
 Practice feedback skills
Sometimes the employer, work-based assessor or mentor might be involved in
the assessment of the with the assessment of the learners to improve the teacher’s
communication with other professionals. Some awarding bodies state that a different
assessor than the person who taught the course should be involved at the
summative level of the assessment.
2-2-The role and use of peer and self-assessment in the
assessment process
Peer assessment is regarded as the systematic process in which teachers encourages
learner to provide feedback to each other. Through this, students can easily improve their
work and it can enhance their confidence level. Through self-assessment, learners can easily
evaluate assess themselves and this can support them to be self-critical and this will help

them in enhancing the self- confidencethey can enhance their self-confidence. Presence of
effective self-assessment process support in internal analysis of individual and major gaps
can be easily identified where individual is not performing up to the mark and requires
improvement.
2-3- Sources of information made available to learners
Learners and other kind of individuals involved in the assessment process must be
informed about the purpose of assessment, how assessment will take place, kind of
assessment which will be used, grading criteria etc. All these factors must be necessarily
considered so that learners may easily know about the assessment process and they can easily
respond towards the process which is designed.
3-1-Describe the key features of constructive feedback
Main objective of providing feedback is to inform learners how well they are progressing and
it can be taken in both oral and in the written form. Main attributes of constructive feedback
are that it is well timed, can be understood by receiver, specific, can be delivered in a
supportive climate etc. Constructive feedback is always specific where it focuses on
development of an individual in terms of skills and knowledge. Moreover, information is
shared regarding the work done through which any person can perform much better.
The key features of the constructive feedback are:
 Well-timed (the feedback is most useful) to be given at the earliest opportunity)
 Specific (is focused on what has been done and what should be improved)
 Understood by the receiver
 Delivered in a supportive climate (it is more sharing information rather than giving
advice)

3-2-How constructive feedback contributes to the assessment
process
Constructive feedback is regarded as the most important in the assessment process.
Providing constructive feedback to learners is beneficial as they will consider it and this can
provide them with information regarding their progress. Further, through feedback they can
develop their skills and knowledge which is must. Generally, feedback is provided in relation
with work through which it can be easily known whether level of skills along with knowledge
of individual is up to the mark or not. This supports in knowing about the areas where
individual requires improvement and corrective actions can be taken accordingly.
3-3-Ways to give constructive feedback to learners
Constructive and supportive feedback uses “medals and missions” strategy.
Medals provide information to learners regarding their work and it can be known whether
work has been done well or not. This is directly linked with the success of learners. Further,
missions assist in explaining what and why they have not been done well and targets are set
through which learner can make improvement throughout the studies. Other effective ways of
constructive feedback involves feedback sandwich which is linked with medals and missions.

4-1- Keeping records of assessment of learning
Recording keeping is regarded to be the most important part of teacher's role. Further,
it is necessary for them to keep proper record for every student. It takes into consideration
information regarding how the learners are progressing. Further, it supports in knowing
which students needs need help, guidance, support and helps them in knowing what they need
in order to improve their work. Moreover, with the help of records it is possible to represent
who was assessed, what was assessed, when process of assessment took place, where it took
place, why assessment was undertaken and how it took place.
So, in this way keeping record of assessment of learning is considered to be very
important and through this it can be known whether level of skills and knowledge present
with learners are effective or not. In short, it provides base to every learner and they can
better understand the about different concepts (Kadbey and Dickson, 2014).
Records will show:
 Who was assessed
 What was assessed
 When assessment took place
 Where assessment took place
 Why assessment took place
 How assessment took place

4-2-Summarising the requirement of keeping records of assessment in
organisation
At the time of keeping record in the organization it is necessarily required to follow
some standards along with quality assurance. Further, in case if one person is delivering the
course then it is significant for assessors to do the standardisation, to meet and bringing
the examples of the assessment decisions so that they can be compared with each other.
Apart from this, quality assurance is regarded as one of the best way of conforming that
someone's assessment process is done correctly and as per plan. Through this, it becomes
easy to ensure whether quality work is carried out which is fruitful for the business enterprise
in every possible manner (Koskela and Palukka, 2011).
Conclusion
The entire study carried out has supported in knowing the different ways through
which learners can be engaged and their motivation level can be enhanced so that they can
actively participate in take active participation in different affairs. Further, at the time of
planning for assessment various factors must be considered by teachers such as not
pressurizing them, making special adjustments for them and undertaking the process of
assessment only when learners are ready. Apart from this, it is necessary to develop inclusive
teaching and learning environment so that each and every individual can participate in it
actively and can learn new things easily.

REFERENCES
Kadbey, H. and Dickson, M., 2014. Emirati pre-service teachers’ experiences of teaching
science during college internships. Education, Business and Society: Contemporary
Middle Eastern Issues. 7(4) .pp.216 – 228.
Koskela, I. and Palukka, H., 2011. Trainer interventions as instructional strategies in air
traffic control training. Journal of Workplace Learning. 23(5) .pp.293 – 314.
Chen, C. Yu, K. and Chen, M., 2012. Planning of professional teacher‐training program for
disaster prevention education and executing efficiency evaluation. Disaster
Prevention and Management: An International Journal. 21(5) .pp.608 – 623.
Functional skills learning., 2015. [Online]. Accessed through
<http://www.forskills.co.uk/index.php?page=what-are-fs>. [Accessed on 16th Nov
2015].