Analysis of Teaching and Assessment in a Reiki Course for Nelly

This report analyzes the teaching and assessment practices within a Reiki course, focusing on the responsibilities of the tutor, Nelly, a Reiki Master. It explores the purpose of assessments, emphasizing the importance of adhering to principles like clarity, practical application, and understanding learning styles. The report details the tutor's responsibilities from the beginning to the end of the program, including providing information, assessing learning, and addressing student queries. It also examines suitable assessment types for knowledge and skills, considering factors like student response and knowledge gained. Furthermore, the report discusses the value of self and peer assessment, highlighting potential pitfalls and suggesting strategies for effective implementation. The report references academic sources that support the analysis of teaching and assessment methods.

Practice for Teaching and
Assessment

Contents
Practice for Teaching and Assessment............................................................................................1
What is the purpose of carrying out assessments, and what ‘principles’ will he or she have to
adhere to and why?......................................................................................................................1
Explain what responsibilities he/she will have from an assessment point of view, from the
beginning of the programme to the end.......................................................................................1
What types of assessment will your tutor think be best suited to the teaching of knowledge and
why?.............................................................................................................................................2
What types of assessment will your tutor think be best suited to the teaching of
skills/competence and why?........................................................................................................2
What considerations will he/she have in mind when deciding if evidence is of the right level of
‘quality’. How are those considerations judged?.........................................................................2
What considerations will he/she have in mind when judging her own assessment decisions?
How are those considerations judged?........................................................................................2
Why might your teacher encourage his or her learners to get involved in self-assessment?......3
Why might your teacher plan for his or her learners to become involved in peer assessments?
What can go wrong with poorly planned peer assessments? How should your teacher plan to
make sure peer assessment works well?......................................................................................3
REFERENCES................................................................................................................................4

Practice for Teaching and Assessment
The tutor selected for carrying out assessment is Nelly. She is expert in course of Reiki. She
is also known as Reiki Master. This is the course of teaching about the spiritual way of healing
by using hands on body healing method.
What is the purpose of carrying out assessments, and what ‘principles’ will he or she have to
adhere to and why?
The main purpose behind carrying such assessment is to gain the knowledge on method of
healing through use of hands on body along with determinants that must known to and adhere by
teacher in direction of providing effective learning. In process of transferring learning, tutor must
have needed to adhere some principles like judging the personality of learners, bring clarity in
providence of information and focus over improvement of skill by use of practical application.
Adherence of all these principles help to bring high level of competence in behaviour of
transferring learning. This further aid the learners to get significant level of information in clear
and practical applied form (Cotronei-Baird, 2020).
Explain what responsibilities he/she will have from an assessment point of view, from the
beginning of the programme to the end.
There are numerous number of responsibilities have by tutor from beginning to the end of a
programme in direction of achieving the goals of learning transfer about Reiki. Here,
responsibilities include providence of all basic information related to course, ask the questions in
timely manner to ascertain the level of learning, determine the learning of style of each present in
programme, adoption of effective style the will be significant for all and answering of students
queries for clearing up doubts and improving knowledge upon the topic of healing by use of
hands. In general, this is the programme that will started by any student without having kind of
knowledge upon same. This is so because it includes introductory course and afterwards students
will be transferred to course of level 2. It is always suggested that before start working on this, a
person needed to ascertain personal experience of Reiki healing along with improved
understanding about its treatment. Anyone can access the course either male or female. Also,
there is no age restriction, anyone who is interested can learn Reiki.
1

What types of assessment will your tutor think be best suited to the teaching of knowledge and
why?
The types of assessment which are needed to perform by tutor for transferring effective level
of knowledge to students include learning style of students, existing level of knowledge,
grabbing power of information and the style which will be most suited in respect to the present
course of Reiki to further educate the students. All these assessments aid in determining core
characteristics of students from where easy for a tutor to transferring knowledge by considering
different styles (Sambell, Brown and Graham, 2017).
What types of assessment will your tutor think be best suited to the teaching of skills/competence
and why?
The different form of assessments which are needed to perform by a tutor for transferring of
effective level skills and competence includes determination of existing skills along with extent
to which they exist, determining learning behaviour and further determination of skills needed to
bring among students. This help in providence of support in effective learning as the new learned
skills aid in understanding the requirements properly.
What considerations will he/she have in mind when deciding if evidence is of the right level of
‘quality’. How are those considerations judged?
While teaching functions are performing by a tutor, then having a duty to ensure about the
quality of evidence they produced among students. This is necessary to do because this will help
to determine that what extent the same will be effective in transferring of knowledge. The
considerations upon which needed to focus for ensuring about the quality of evidence includes
response of students, knowledge gained by students and further doubts among students related to
same. All these will be judged on the basis of futuristic results.
What considerations will he/she have in mind when judging her own assessment decisions? How
are those considerations judged?
The considerations upon which needed to provide focus while judging the own assessment
decisions include futuristic results, further level of upgradation in knowledge, feedback of
students and quality of decisions in respect to all students along with requirement of a
programme. These will be further judged on the point of improvement in future activities.
2

Why might your teacher encourage his or her learners to get involved in self-assessment?
It is the duty upon a teacher that must encourage their students or learners to involve
themselves in self-assessment. This is the only way through which they bale to determine that
what were the existing level of skills, knowledge and attributes they have. Also, this will aid
them in determination of their personality associated strengths and weaknesses. This provides an
option that improve the weaknesses and build the great personality through which able to grab
the all different personal and professional objectives (Yahya, Mansor and Abdullah, 2017).
Why might your teacher plan for his or her learners to become involved in peer assessments?
What can go wrong with poorly planned peer assessments? How should your teacher plan
to make sure peer assessment works well?
The teachers also needed to encourage learners to involve in peer assessments. This help to
grab the feedback from others along with assessment of difference in own and others views. The
aspect that can go wrong in the poorly planned peer assessment is creation of demotivation
among students. In this regard, teacher has to provide tips and once personally check the plan of
peer assessments of all students. This help in effective working of peer assessments in future.
3

REFERENCES
Books and Journals
Cotronei-Baird, V. S., 2020. Academic hindrances in the integration of employability skills
development in teaching and assessment practice. Higher Education. 79(2). pp.203-223.
Sambell, K., Brown, S. and Graham, L., 2017. Professionalism in Practice: key directions in
higher education learning, teaching and assessment. Springer.
Yahya, S. A., Mansor, R. and Abdullah, M. H., 2017. Analysis of teaching practice assessment
methods for pre-service teachers. International Journal of Academic Research in
Business and Social Sciences. 7(3). pp.890-903.
4