Comprehensive Report on Teaching, Learning, and Assessment Strategies

This report delves into the multifaceted aspects of teaching, learning, and assessment within educational and training contexts. It begins by outlining the roles and responsibilities of a teacher, emphasizing the importance of promoting appropriate behavior and respect. The report then explores the significance of initial diagnosis assessments in identifying individual learning needs and developing personalized learning plans. It highlights the diverse types of assessments, including formative and summative approaches, and their respective roles in enhancing student learning. Furthermore, the report examines different theories of communication, underscoring their relevance in effective teaching and learning environments. Overall, the report provides a comprehensive overview of key strategies and practices aimed at fostering a supportive and effective educational experience.

Teaching,learning and
assessment in education and
training

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK-1............................................................................................................................................1
Role and responsibility of a teacher :PPT...................................................................................1
Ways to promote appropriate behaviour and respect for others:PPT.........................................1
TASK-2............................................................................................................................................1
Roles and use of initial diagnosis assessment ............................................................................1
TASK-6............................................................................................................................................4
10 different type of assessment ..................................................................................................4
TASK-7............................................................................................................................................9
Different theories of communication..........................................................................................9
CONCLUSION..............................................................................................................................11
REFERENCES .............................................................................................................................13

INTRODUCTION
The teaching, learning and assessment in education and training will be able to promote
equality and diversity through the approaches to education and training (Reece and Walker,
2016.). In order to guide the student an essential role is being played by an educator or teacher. A
range of activities are included in order to improve teaching. In order to collect the evidences of
about where the learners are their in their learning the assessment can be used. To meet the needs
of the learner the teaching and learning can be adapted.
In this report the role of a teacher based on their own job description will be
presented .And the code of practice related to their own areas of teaching , eduction and training
will also be discussed in this report. This report will be further recognize the importance to meet
the individual learning needs of the learners. The different type of assessment will also be
represented in this report.
TASK-1
Role and responsibility of a teacher :PPT
Ways to promote appropriate behaviour and respect for others:PPT
TASK-2
Roles and use of initial diagnosis assessment
A period of initial assessment is undergone by all learners. The individual learning and
support needs are being recognized by using the concept of initial assessment. With this the
individual learning plan is being designed that will be give the structure for their learning. For
the learning programme this will determine the starting point of the learner. During the learning
programme the leaning needs are the skills, knowledges and competence that a learner needs to
acquire. Support needs are the additional aid that is being given to the learners in order to deal
with the obstacles which may present them from fulfilling their learning programme. At the
beginning of any new class it is imperative that diagnosis assessment takes place in the first
class. The clear indication will be given through this about where the individual learner stands
and in order to highlight the areas where that students may need additional support and
assistance this tool is important (Savery, 2015.).
At time of delivering one to one tutorial this can be then be taken and with the students
this can be spoken about. It may appropriate to refer to the students after this has taken place in
order to give them extra classes for support in the areas such as numeracy or English. The clear
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indication of extra classes can be given through the initial diagnosis. I think it will be useful for
teachers as at the time of preparing the lesson plan these can be involved by them so that in any
specific are no student is single out and as a whole the class are learning at same level .During
my role as a teacher it is essential that each new learner has a starting point from where to start
the lesson. By the use of initial assessment procedure this can be found. To the learning process
initial assessment is a vital link. With this I can identify each learners starting point. The currant
level of the ability of the learners can be identified with this and in functional skills and personal
and social skill their need for support will be identified. I will be able to learn my learners at this
time. From somewhere every leaner need to start (Simonson, Smaldino and Zvacek, 2014.).
By using the initial assessments I will be give a chance to asses the current knowledge of
my learner and this will also enable to make sure that on the right course that suits the needs of
the learners is enrolled. The individual needs of the leaner can be discovered by me during the
initial assessment process. It is being stipulated by the equality act 2010 that education providers
are obliged legally in order to make reasonable adjustment to assist and guide the learners with
their disabilities participate and achieve in education. Around the learners the learning process
need to be based and the learners will be given a chance to indulge any concerns or worried
about the course through this initial assessments. This can also help me to plan the course that
will suit the needs and requirements of the learner. The foundation for my learners journey can
be layed by me by using the initial assessment. In order to develop preferring learning styles
initial assessment can also be used. On the individual ability and desire to learn the learning are
based.
The visual, auditory and kinaesthetic are three main learning styles. Most of the learners
are multi model that implies that not preferential styles is being used by them. Through
experiences I am inclined to think that learning styles can also be task motivated and on the
various past experience that learners has this could depend. In order to assist and guide me to
discover and target which specific areas of learning need to be developed the diagnosis
assessment can be used in order to achieve their learning goals. For an instance with maths a
learner can have problem but after diagnosis it being found that in order to understand the
fraction he has a problem. In order to achieve the final outcomes this would then highlight what
requirements need to be concentrated in order to help the learners on understand the fractions.
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It is essential for the teacher to recognize the individual learning needs due to following
reasons-:
Achieving quality – There are children in the classroom with behavioural, emotional or other
challenges. This may limit their abilities of learning. The education is acquired by the learners
without any barriers when the teacher identified their weakness and apply various measures to
overcome them. From the rest of the class this will make sure that challenged learners does not
feel left out (Susan Wallace, 2011).
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Developing talents - In the classroom the needs are not always negative. The process
understanding their skills is usually undergone by the learners. The teacher has enough
experience to tell whether the learners have that specific skill or talent. In order to develop the
nurturing is needs to develop skills and talents. Once it is being recognized by the teacher then
the essential support is given by them to develop them
Developing interest - The moral of the learners is boosted when the teacher identify and meet the
ends of the learners they will feel motivated. The individually prescribed instruction that is given
by the teacher helps many learners to understand and grasp concepts of education. To the
subjects of art and mathematics this is more applied. The learners will develop if they will feel
support from their tutor (Thomas, 2015).
Diagnosis assessment and its importance
In order to determine the strength, weaknesses, knowledge and skills of the student prior to the
instruction diagnosis assessment can be used. To diagnose the difficulties of the student it is used
primarily and also guides the lesson and curriculum planning. With this the teacher will measure
the truce learning of the student. A preview of what is being expected from child is being given
by this assessment. For the future lesson the idea is being given to the learners .
TASK-6
10 different type of assessment
As the systematic collection, interpretation and use of information about learning the
assessment can be defined. A better understanding to the teachers can given through assessment
as it will make them aware about what the learners know and understand. This will also help the
teacher to know about the skill and personal abilities of their learners. The quality assessment
practice can be underpin by the five principles. The first one is that it should be complementary
and supportive to the learning. The assessment need to be valid and reliable and for the purpose
and manageable it should fit in. The teachers professional judgement it should support. For
different reasons a range of assessment approaches can be used at different stages in the learning
sequence
1. Formative assessment - By the teachers it is used during the learning
process. To the successful teaching and
learning assessment is essential. A link
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between teaching and learning is being given
though assessment. In order to discover what
has actually taken place in learners developing
understanding during a sequence of learning
and teaching assessment can help them. It is
used in order to change the training and
learning activities in order to enhance the pupil
attainment. This is a range of formal and
informal procedures. On improving learning
the formative approaches focuses mainly. The
diagnostic testing is included in this type of
amassment. For both the students and teacher
the qualitative type of feedback is included in
this inn order to pay attention on details of the
content and performance. With summative
assessment it is commonly contrasted. In order
to recognize the concepts that learners struggle
to understand the formative assessments can
help. The detailed information is gathered by
the formative assessments in order to enhance
the learning of the student while it is taking
place. The integral part of formative
assessment is etching and learning .By
providing feedback it will contribute towards
the learning. Not only home-work and test are
included in a formative assessment but with the
student it can also be an interactive process
with the learners. For an instance group
discussion with the learners can include
allowing them to write question and answers
before to learning a topic. One of the valuable
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component of the formative assessment
process is descriptive feedback (Wanner and
Palmer, 2015.).
2. Summative assessment – In this the focus in on the realist of the
program. At the neds of a learning sequence
summative assessment comes and at a given
point it is used to acknowledge, record and
report on overall achievement of the pupil. At
the conclusion of a defined instructional period
summative assessments are used to analyse the
learning, skill acquisition and academic
achievement of a student. In order to find out
whether the student have learned what is
expected from them the test, assignment
projects are used. At the conclusion of a
specific instructional period summative
assessments are given and therefore they are
generally evaluation and not diagnosis. In most
districts , schools ad course summative
assessments are typically a major compensate
of the grading process. The standardised tests
are one of the most well-known and widely
discussed example of summative assessment.
In order to quantify achievement or to rewards
achievement summative assessment can be
used. The high stakes test, standardised state
exams, mid terms and final exams etc are some
examples of summative assessment. In order to
check the students' mastery of a subject
summative assessment can be used. The
questions for the use of parents are also
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included in many textbooks based on
instruction that is given(Jackie, 2015)..
3. Diagnosis assessment – The experience of the learners is improved
through the diagnosis assessment and also this
will also enhance their level of achievement.
The strength of the learner will be recognise
and also the areas where the learners need to
improve will also be identified from this
assessment. In order to diagnose the difficulties
of the student diagnosis assessment can be
used. This will help the teacher to discover the
strength, weaknesses , knowledge and skills
prior to instruction. It is beneficial for both the
instructor and the students. It will help the
teacher to plan meaningful and efficient
instruction. For an instance through this
assessment the teacher before only will know
whether the student knows about this
assessment or not. This will help the teacher to
pay attention more on the topics that learners
still need to be learn rather than on the topics
that students already know (Xu and Brown,
2016. ). In order to individualize instruction
this type of assessment will provide
information. On a particular portion of a unit or
course of study it may show a teacher that
addition instruction is needed by a small group
of students. For these students then
remediation can be provided by the teacher so
that with new content they can fully engage in
this assessment. In order to assess the future
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learning the baseline is created for assessment .
Before the instruction has occurred it shows
both the teacher and the students what is
knows before. On a topic this will set a
baseline. For an instance with group work the
instructor will survey students prior
experiences and also the attitude of the student
towards the group work will also be surveyed
by the instructor.
4. Evaluation assessment – With the overall performance of an
arrangement on a department, school or system
this assessment is concerned. At all the levels
for the performance of the school system this
assessment will make sure that there is
appropriate accountability. In order to monitor
this is used to inform curriculum planing and
provide information.
5. Dynamic assessment –
At times the teaching is being given on some
unfamiliar topic or field then this type of
assessment will help to measure what is being
achieved by the student. By continuously using
the dynamic assessment the teachers make
every efforts to neglect both scenarios .This
assessment can be used in order to discover
what is the actual learning needs of the each
student. From the culturally and linguistically
diverse backgrounds assessment the children is
not an easy task. The learning process is being
emphasized by the dynamic assessment. For
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the student it can be highly interactive and
process-oriented. A test-teach-retest model is
used by this assessment. On the ability of the
individual the emphasis is pay by this
assessment. In a structured way the dynamic
amassment can be done. For an instance to an
unknown object a teacher might refer during
the pretend play and after some time it is being
notice that particular new work is picked by
the child and that child have begun using it.
6. Synoptic assessment – In this type of assessment two or more than
two modules are combined in a single
assessment (Race, 2014.). In order to make
connections with modules such type of
assessment can help the children. This
assessment will also increase the involvement
of the students and also an opportunity to the
teaching staff will be given in order to adopt a
holistic approach for delivering the module.
The goal of this assessment is the underline of
the modularization of the curriculum. At the
course design stage Synoptic assessment must
be carefully built. In between the course teams
and a good and efficient communication is
required. A clear communication is needed of
instruction and expectation. Across the module
team the careful planning and coordination's is
needed in this assessment.
7. Criteria references tests and assessment – In order to measure the performance of the
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students against a fixed set of predetermined
criteria or learning standards these type of
assessment is designed. This type of
assessment is used in elementary and
secondary education in order to find out
whether the specific body of knowledge is
learned by student or not. The test will be
prepared by the students if they have answers a
certain percentage of questions correctly. If the
expected standards is not met by the student
who have taken the Criteria references tests
and assessment then that student will fail the
exam. On the other side if the expected
standard are met by the student the highest
possible score will also be earned by the
student. The multiple choice questions or true -
false question or open ended questions are
included in the Criteria references tests and
assessment. In order to use the test in a specific
course the individual teacher may design the
test. This test can also be high-stakes test as in
order to make an essential decisions about
students, educators , schools this test can be
used. In Schools the Criteria references tests
and assessment that are created by the
individual teachers are also very common. For
an instance a test can be evaluated by the
history teacher in order to find out the
understanding and retention of unit. In this
case the criteria might include the causes and
timeline of the war, the nations that were
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