Comprehensive Report: Learning and Assessment in Education

This report provides a comprehensive overview of learning and assessment in education, encompassing various aspects such as the roles and responsibilities of teachers, relevant legislations like the Equality Act, and the importance of catering to diverse learner needs. It delves into different assessment methods, including initial, diagnostic, and formative assessments, and emphasizes the significance of creating a supportive and inclusive learning environment. The report also analyzes personal development and self-evaluation strategies for learners, highlighting the need for continuous improvement and the integration of feedback mechanisms. Furthermore, it discusses the importance of promoting appropriate behavior and respect in the classroom, along with addressing equality and diversity issues. The ultimate goal is to provide educators with insights and tools to enhance the learning experience and outcomes for all students. Desklib offers additional resources and solved assignments for further study.

Learning and assessment in education

CONTENTS
TASK – A (RESEARCH REPORT).........................................................................................................................................1
1.1........................................................................................................................................................................................ 1
1.2........................................................................................................................................................................................ 1
1.3........................................................................................................................................................................................ 2
1.4........................................................................................................................................................................................ 2
2.2........................................................................................................................................................................................ 2
TASK – B (INVESTIGATIVE REPORT)...............................................................................................................................3
2.1........................................................................................................................................................................................ 3
3.3........................................................................................................................................................................................ 3
3.4........................................................................................................................................................................................ 4
4.1........................................................................................................................................................................................ 4
4.2........................................................................................................................................................................................ 4
6.1........................................................................................................................................................................................ 5
TASK – C (PORTFOLIO ANALYSIS)...................................................................................................................................5
2.3........................................................................................................................................................................................ 5
2.4........................................................................................................................................................................................ 5
3.1........................................................................................................................................................................................ 5
3.2........................................................................................................................................................................................ 6
3.5........................................................................................................................................................................................ 6
4.3........................................................................................................................................................................................ 6
5.4........................................................................................................................................................................................ 7
5.5........................................................................................................................................................................................ 7
5.6........................................................................................................................................................................................ 7
5.7........................................................................................................................................................................................ 7
6.3........................................................................................................................................................................................ 7
6.4........................................................................................................................................................................................ 7
6.5........................................................................................................................................................................................ 8
6.6........................................................................................................................................................................................ 8
7.2........................................................................................................................................................................................ 8
TASK – D (PERSONAL ANALYSIS)....................................................................................................................................8
5.1........................................................................................................................................................................................ 8
5.2........................................................................................................................................................................................ 9
5.3........................................................................................................................................................................................ 9
6.2........................................................................................................................................................................................ 9
7.1...................................................................................................................................................................................... 10
TASK – E (EVALUATION)..................................................................................................................................................10
8.1...................................................................................................................................................................................... 10
8.2...................................................................................................................................................................................... 11
REFERENCES....................................................................................................................................................................... 12

TASK – A (RESEARCH REPORT)
1.1
A role of a teacher is very important in shaping the future of the learners and thus, it
should be such that it helps in involving and engaging the learner in each and every session. It
is not in regards with the training as well as teaching rather it is all about learning which
happens to takes place because of this. Some of the roles and responsibilities of teacher are as
follows:
 Promotion of suitable behaviour in any type of learning environment
 Offering feedback to the learner
 Planning activities related to assessment, materials, resources and engaging learners
 Keeping records of learner’s assessment and relevant materials (Wilson, 2017)
 Protecting the interest as well as confidentiality of learner
 Reflecting, analysing and utilizing research for developing own practice
 Assessing as well as monitoring the progress of the learner across the course
 Recognizing the boundaries and making essential recommendations for learner to
other professionals
1.2
As a teacher and educator, there are certain laws, regulations and act which needs to
be adhered and complied for the purpose of becoming effective, useful and professional in
one’s career or profession. Some of the most vital legislations in this regards are Equality Act
(2010), which entails that all the workers should be same or similar by gender, age, religion
and belief, Data Protection (1998), which states regulations in regards with protecting data in
relation with individual, Health and Safety Work Act (1974), which states that the risk must
be assessed effectively for allowing safe activities to occur so that safety can be ensured,
Safeguarding Vulnerable Groups Act (2006), which helps in protecting susceptible groups
from any sort of discrimination and any criminal record (Department for Education, 2015).
Speaking in relation with the regulatory need, these includes Control of Substance Hazardous
of Health (COSHH) (2002), if the firm is being engaged in any hazardous material. Each and
every organization has their own code of practice which normally encompasses behaviour,
keeping time, disciplinary and clothing.
1.3
It is quite obvious that teacher are required to work with other professional roles and
thus, it becomes crucial for them to make sure that they do not do something which is more
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and beyond their own responsibilities or something which is part of other’s professional role.
A teacher is required to work with administration employees, cleaners, social workers,
teaching assistant, training providers and other staff members. It is significant that the teacher
should take out some time and must search about these people and their jobs for supporting
them and getting support from them. Nevertheless, it is also essential that the teacher should
not support them in such a manner that he or she blurs the boundaries of their own
professional role and other professional as well (Gravells, 2018). As a teacher, there are
varied accountabilities and he or she must know their boundaries and limits. Teacher is
required to be supportive and caring and it is just similar with other professional role be it
may be doctor or nay other profession. It is crucial to maintain a degree of professional
distance.
1.4
At the time of enrolment and their primary assessment, the needs of the learner can be
determined and accordingly, additional learning support should be prescribed with
appropriate department with the business corporation. Teachers along with trainers are
responsible for showing care towards their learners who are attending their sessions. If at
some point of time, the learners are facing some issues and they are not able to share the
same then as it does not belong to their field of work then in such situation they must be
transferred to suitable internal as well as externals services. Some of the external service
might encompass learning help staff, other teachers or trainers, career department, human
resource workers, quality assures and so forth (Beere, 2010). However, if the issues is related
to training, trainer or teacher then supplementary help should be offered for resolving that
issue.
2.2
Speaking in relation with initial assessment, it offers the foundation from where the
learners or students have to initiate their studies. Thus, it is being regarded as the most
obligatory and domineering section of the process of approving learning goals of individuals.
Different methods can be utilized for initial assessment such as group work, questionnaire,
activities, one to one calculation and quizzes. Seeking support from these evaluation
methods, the stages of individual learning can be easily determined and goals can be
established on the basis of that. On the other hand, diagnostic assessment are concerned with
a particular skill. It helps in offering a standard for facilitating learner with specified
acquaintance to measure the strengths and weaknesses, prior experience, starting point and
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previous knowledge of individuals. The data being identified from this assessment should be
encompassed in the learning plan of individual so that they can be discoursed effectively
(Gibbs, 2018).
TASK – B (INVESTIGATIVE REPORT)
2.1
It is quite important for individual to be assessed as it helps in determining their
special needs of learning. For instance, those individuals who are physically impaired, they
need varied styles of learning to understand task faster. Similarly, for those individuals who
second language is English, they require support from second person and will require more
amount of time to finish the project. It can further be understood seeking help from Kolb’s
work and the model of Honey and Mumford.
Figure 1: Honey and Mumford Learning Styles
(Honey and Mumford Learning Styles, 2018).
The model focuses on four learning styles that activist who learn things by doing role
play, brainstorming, reflector are those learners who acquire things by observing actions such
as utilizing questionnaire and accumulating information, theorists are the people who
comprehend theory ahead any actions and finally, pragmatists are individuals who put ideas
into actions (Honey and Mumford Learning Styles, 2018).
3.3
As a teacher, own planning takes into account nothing but learning goals and
objectives. Through determining different goals, it becomes easy for a teacher to understand
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the things that needs to be done for attaining that goals. For instance, if a teacher proposes
their students or learners to read some important materials which will going to support them
in finding answers to what they are required to comprehend. In this, a teacher has given them
a chance to grow in their learning by offering a particular material that should be utilized.
This planning of teacher has successfully met the requirements of individual learner as each
learner now without any difficulty can utilize that material (Gravells and Simpson, 2016).
3.4
Each and every learner has different needs and trainer or teacher is required to take
into account their needs at the time of planning, teaching and evaluating their learners. It is
significant to have objectives in learning plans as it helps in learning faster and better.
Furthermore, for meeting the needs of the learner’s differentiated instruction is another way
in which teacher must design instructions based on varied needs of learners in mind.
Additionally, the course materials being utilized by the teacher must comprise images and
good content so that students can understand the concept broadly.
4.1
It is very significant to promote appropriate behaviour as well as respect because it
supports in creating a sustainable and safe environment for learners where they work and
learn things safety. Further setting some ground rules at the very beginning supports the
learners in preventing issues that may takes place in coming future. Besides, some ground
rules such as giving respect to each other, break timings, using of cell phones and anti-social
behaviour should not be negotiable (Use my Ability, 2016). A record of incidents should also
be maintained related to poor behaviour for making separate plans for them.
4.2
Equality is being defined as an act of considering each and every one equal and
offering same opportunities to them irrespective of their caste, religion, gender, situation and
disabilities. The Equality Act (2010) is the act being passed by the government that offers
right to all the individuals regarding no discrimination in contradiction of any disability. The
equality act list down varied features such as religion, race, disability, sex and gender
reassignment. In order to support promotion of equality and value diversity in the classroom,
the teacher is required to be proactive towards the issues that might arise related to
discrimination. Cognizant effort should be made by the teacher for not favouring any group
or learner and must not offense by anything.
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6.1
Assessment is being referred as the process of getting data and the main purpose is to
make some educational decisions in regards with learner, giving feedback, determining their
strength and judge instructional efficiency (Brookfiled, 2015). There are different kinds of
assessment and all have different purposes. The very first formative assessment and the main
aim of this is to offer direction to both the learner and teacher about the things that needs to
be done. The second type of assessment work-integrated assessment which is being deigned
to develop the skills and abilities of the learner. The final one is diagnostic assessment which
is being intended to make improvement in experience of the learner and achievement level as
it is utilized before teaching and when an issue takes place.
TASK – C (PORTFOLIO ANALYSIS)
2.3
Initial assessment is done at the starting of the program for determining the interest of
the learner and diagnostic assessment involves identifying what the learner already know and
problems the learner might encounter. As soon as these evaluation took place, teacher gains
knowledge about the learner and can set SMART goals based on their needs. Diagnostic
assessment will help teachers in setting more specific objectives (Wallace, 2011).
2.4
It is crucial that all the learning goals of individual must be recorded through
individual learning plan as it offers a nice platform for recording and dating goals. Further,
targets should be prioritized and after their achievement new targets must be planned for
continuous development and optimum learning. All gaols cannot be achieved and thus,
review should be done in regards with which goal are not met. This will further need
development plan.
3.1
Unit Estimation of
time
Chapters Learning
outcomes
Assessment
modes
Market
economy
2 week Understanding
market and
economic
relations
Gaining
understanding
of market and
economy
Assignment and
homework
Problems and 5 weeks Social security, Comprehending Case study and
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policies fiscal policies
and agriculture
fiscal policies,
agriculture
policies
presentation
3.2
Subject Economics
Topic Market economy and policies
Duration 2 hours
Learners 20
Teaching aid Duster, white board, PowerPoints, graphs, computer
General aim Leaners to gain knowledge
Specified aim To allow the learners to apply the concept practically in their lives
Division of
time
Theoretical section – 45 minutes
Activities of students – 45 minutes
Special education requirement – 15 minutes
Ending notes – 15 minutes
3.5
Self-evaluation helps the students to give feedback on their own learning. They help
in measuring the areas which needs to be developed and improved. Inclusive learning offers
individual needs of the learners which in turn enables teachers to plan lessons and actions
based on that. Furthermore, feedback of the learner is more crucial than teacher’s feedback as
it mainly emphasize on negative elements of results. Group discussions are also essential as it
helps in improving interaction of the learners and help teachers in analysing the knowledge
base of the students.
4.3
Offering safe environment is essential because it enables learner to attain their goals
effectively. Maslow’s need hierarchy theory should be considered which states that for
meeting the physiological, social, self-esteem and self-consciousness need teacher should
offer refreshment, regular breaks. Further, the classrooms should be safe, clean and hazard
proof and for must develop social atmosphere that motivates learners to have communication
with each other (Maslow, 2013).
5.4
Inclusive teaching is referred as the environment in which every individual has an
opportunity to take part with no limitations. In this regards role play, sub-subject of research,
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comprehensive teaching, learner centred approach, hand-outs, power points, phones, tablets
for students, educating and learning approaches will help in addressing the requirement of the
learner (Gravells and Simpson, 2010).
5.5
 Paying attention towards the needs of diverse groups
 Determining opportunities to make students work in collaboration
 Creating respectful strategies for utilizing diverse experience of learners
5.6
As a teacher it is crucial to make use of visual graphics, diagrams and charts if learner is
facing issue in learning by listening. Further, eye contact must be maintained for effective
learning. For learners who are blind or visually impaired that printed document should be in
brail language. They must be situated in front so that they can see clearly (Kagan, 2019).
5.7
For meeting the individual needs communicating with professionals is essential.
Teacher should interact with professional effectively, respectfully and with polite language.
Teacher must communicate as a negotiator on behalf of learner. Additionally, ground rules
must be established, flexibility should be observed and cooperation and support between the
leaners must be motivated.
6.3
Peer-assessment is being utilized by the learners for grading task done by each other
on the benchmark of teacher which focuses on reliability. In this, learners takes the
accountability of peer’s work against the evaluation criteria which satisfies the internal and
external needs. With this, students are involved in assessment. Self-assessment encompasses
assessing own performance wherein learner analyse their own progress and develop abilities
to determine strengths and weaknesses (Jennifer, 2018).
6.4
Questioning is very essential for checking the comprehension of the learners.
Generally open ended questions always give way to further discussions which allows deeper
learning of students. It helps in dynamic thinking of students. Similarly, effective feedback
are also essential for facilitating students towards the right direction. During the process of
assessment, open ended questions along with feedback to enable learner to learn things across
all content areas.
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6.5
Each and every assessment must be carried out as per the principles of capability
following the need as internal (company’s code of practice) along with external (vocational
standards) compliance is very necessary (Black-Hawkins, Florian and Rouse, 2017). Further,
record of result of the assessment must be maintained through utilizing suitable
documentation and confidentiality of information. While recording, evaluator should not
review evidence against criteria and must make it more reliable, safe, valid, accurate and fair.
6.6
The information related to evaluation are required to be communicated to the learners
through report cards which included comprehensive evaluation of academic development of
the learners and their strengths and weaknesses. Besides, for communicating effectively
suitable terminology should be used else it might be distorted. Complete explanation must be
given in relation with the manner interpretation of the assessment of the learner is moderated.
7.2
Minimum core elements supports teacher to adopt finest approach of teaching and
supporting the growth of the skills of learners. At the time of application of the skills during
the lessons teachers are required to make sure that they are truthful and pertinent. Application
encompasses reading appropriate internal as well as external guidance for determining the
need for evaluation (Greg, Duncan and Klebanov, 2018). Numeracy, language, information
communication technology elements such as digital media, group chats, VLE and e-learning
will all support in blended learning.
TASK – D (PERSONAL ANALYSIS)
5.1
There are different teaching and learning approaches being used by me such as
cooperative learning and inquiry based learning. In regards with cooperative learning, I
segregate learners in small groups and they carry out their tasks together on a typical project.
This approach is very effective as it helps in creating more thinking skills and have social
interactions. However, it might result on conflicts and issues. In addition to this, inquiry
based learning is being adopted in case of group projects and case studies. Seeking help from
this, learners can augment their interview and investigation skills. This approach helps in
strengthening the curriculum content. Nevertheless, this approach forgets that leaners are in
the process of learning and this can be difficult to ace.
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5.2
Communication methods being utilized by me in my own area of specialization are
discussions and lectures. Talking about lectures, it involves presentation of facts, materials
and experiences which helps in inspiring learning of students. Seeking help through lectures,
I can have effective control of the knowledge of learning and can allure the interest of huge
audience. However, it has some limitations as well that they are more suitable of large groups
and for small groups they might not be useful. Further, it does not provide idea about the
student’s learning to teachers (Petty, 2019). Focusing in relation with discussions, they offer
different benefits to students as they are more comprehensive and leaners take interest with
lots of debates. Nevertheless, in discussion only few students dominates and it might go out
of track as well.
5.3
There are different resources that I use for meeting out the needs of the learner. The
very first is hand-out. They are very dynamic and comprehensive in nature which allows the
students to learn things easily and faster. They simply provides a direction to them and
important points to be focussed. Secondly, different assertive technologies are being utilized
by me such as voice recognition software, braille console, whiteboard, electronic devices and
work sheets. Computers are being used by students suffering from dyslexia, recording
devices are utilized for visually impaired students having limited movements of hands.
However, all these resources have some confinements, for example, technology can be costly
and might not be accessible everywhere. Resources and quality of materials consume time to
deliver and suitable time of teacher also need to be apportioned which can be expensive.
6.2
Speaking about diagnostic assessment, they are every effective as it is quite simple do
rectify the problem in timely manner before it is too late. With this method, students get the
chance to review and evaluate their current knowledge prior boarding on the other one. With
this, they focuses only on single problem throughout the training program. On the other hand,
formative assessment is also very important as it is being done initially and in regular period
of time (Machin and et.al, 2016). Teacher or trainer who are conducting evaluation
understand each and every student separately and can evaluate them on the basis of that. The
final one is work-integrated assessment and it is also very effective as students gets an
opportunity to work in genuine business setting and develops the sense of actual culture of
the workplace.
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7.1
Minimum core components are nothing but subject specifications which helps in
presenting specifics about the components of language, numeracy and literacy being required
for further education teachers. All these skills are being needed by the teachers to help in
developing requirements of the students in the areas of their subject. Literacy is referred as
the capability to write as well as read is being validated all over in the process of teaching
through reading and writing pertinent data such as writing on board at the time of teaching or
making lessons plans or notes from evaluation. Furthermore, language is also being displayed
all across the process as it is a type of communication. Debates, reports, lectures and
discussions are delivered in English language. Planning, delivering and assessing is being
done in English except while teaching any foreign language (Duckworth and Tummons,
2019). Finally, numeracy is validated in various manner, for example, I made a scheme of
work where I have divided the work in a given period of time equally. Same is being applied
in lesson plan as well and this planning is numeracy.
TASK – E (EVALUATION)
8.1
At the time of preparing for delivering an inclusive programme, I have undertaken an
initial evaluation of the students for knowing their opinions which helped in scheming finest
manner for achieving their objectives. Further initial evaluation was being carried out by one
to one meetings, interviews and observation. For keeping my assessment records handy, I
incorporated them in my lesson plans as it reflects planning. This is being regarded as the
most effective in a manner that I have utilized different classroom activities and styles which
reflects their opinions. Further, the resources and equipments which I have used matched
with the knowledge and abilities of the students. This signifies that each and every student
gets an equal chance to fulfil their requirements. I have also drawn individual learning plan
in which I have redesigned curriculum and based on that it is executed and evaluated.
SMART goals were also being established for promoting inclusivity (Gould and Roffey-
Barensten, 2014). Time has also been allocated for feedback from the students to monitor
whether the goals are met or not. The feedback was recorded in the form of presentation, test
and assignments. At the time of planning, delivering and assessing an effective inclusive
learning programme, I took the advantage of student centred method which emphasized on
different learning requirement, abilities and preferences that encourages learners.
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8.2
In terms of own practice, there are certain area which are required to be improved and
the most crucial among them is updating professional and vocational qualification at regular
interval of time. This is very important to have familiarity and knowledge about the recent
trend happening in the industry. Furthermore, I also need to make improvement in my action
planning as it will support me in focusing on notions and make decision on the things for
attaining specified goals. Effective action plan must also include SMART objectives. Other
than this, I also need to be updated with present qualification prerequisite as numerous
alteration and evolution takes place every day which I need to keep tabs. This can be done
through attending sessions and seminars on the related subject area (Machin, 2016). Last but
not the least, I also need to enhance my responsiveness towards learners and co-workers with
specialist requirements as these individuals are vulnerable and minorities and most of the
time their requirements are unmet.
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REFERENCES
Books and journals
Beere, J., 2010. The Perfect (Ofsted) Lesson. Crown House Publishing.
Black-Hawkins, K., Florian, L. and Rouse, M., 2017. Achievement and Inclusion in schools.
London: Routledge.
Brookfiled, S., 2015. Becoming a critically reflective teacher. San Francisco: Josey-Bass.
Department for Education, 2015. The Equality Act 2010 and schools. London: Department
for Education.
Duckworth, V. and Tummons, J., 2019. Contemporary Issues in Lifelong Learning. 1sted.
Maidenhead: Open University Press.
Gibbs, G., 2018. Learning by doing: a guide to teaching and learning methods. Oxford:
Oxford: Further Education Unit, Oxford Polytechnic.
Gould, J. and Roffey-Barensten. J., 2014. Achieving your diploma in Education and Training.
London: Sage.
Gravells, A. and Simpson, S., 2010. Planning and Enabling Learning in the Lifelong
Learning Sector. Learning Matters.
Gravells, A. and Simpson, S., 2016. The Certificate in Education and Training. SAGE.
Gravells, A., 2018. The award in education and training. 1sted. London; Learning Matters.
Greg, J., Duncan, J.B.G. and Klebanov, P.K., 2018. Economic Deprivation and Early
Childhood Development. Child Development, 65(2), pp.296-318.
Jennifer, R., 2018. Teaching in an Inclusion Classroom: The Roles of the Regular Education
and Special Education Teacher. Pearson education.
Kagan, S., 2019. Cooperative Learning. San Clemente, CA: Kagan.
Machin, L., 2016. A complete guide to the level 5 in education and training. 2nded.
Northwich.
Machin, L., Hindmarch, D., Murray, S. and Richardson, T., 2016. A Complete Guide to the
Level 5 Diploma in Education & Training. 2nd ed. St Albans: Critical Publishing.
Maslow, A.H., 2013. A Theory of Human Motivation. Psychological Review, 50(4), pp.370-
96.
Petty, G., 2019. Teaching today. 4thed. Cheltenham: Nelson Thornes LTD.
Wallace, S., 2011. Teaching, Tutoring and Training in the Lifelong Learning Sector
(Achieving QTLS). 4thed. Learning Matters.
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Wilson, L., 2017. Practical Teaching: A Guide to Teaching in the Education and Training
Sector. Andover, UK: Cengage Learning Publishing.
Online references
Honey and Mumford Learning Styles. 2018. [Online]. Available through:
<https://expertprogrammanagement.com/2020/10/honey-and-mumford/>. [Accessed on
25thJanuary 2022].
Use my Ability. 2016. Flexibility and Adaptability. [Online]. Available through:
<http://usemyability.com/resources/skillsabilities/flexibility-and-
adaptability.html#assessment>. [Accessed on 27thJanuary 2022].
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