Comprehensive Report: Teaching, Learning, and Assessment Strategies

This report delves into the multifaceted realm of teaching, learning, and assessment, emphasizing the significance of initial and diagnostic assessments in shaping effective educational strategies. It explores how these assessments provide a foundation for student learning, enabling educators to identify strengths and weaknesses and tailor learning plans accordingly. The report highlights the role of smart objectives in fostering student progress, the importance of individualized learning plans, and the necessity of providing ongoing support to learners. It also examines the role of the trainer and the learner in the assessment process, underscoring the need for flexible provisions to meet diverse learner needs. The report concludes by emphasizing the importance of fostering equality of opportunity and creating a supportive learning environment to maximize student success.

Running head: TEACHING, LEARNING AND ASSESSMENT
Teaching, learning and assessment
Name of the Student:
Name of the University:
Author Note:

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Contents
Task 2...............................................................................................................................................2
References........................................................................................................................................6

2TEACHING, LEARNING AND ASSESSMENT
Task 2
An assessment provides the basis where the students ought to begin their studies. In
certain cases, self-assessment tools are also used which helps an individual to learn and set their
goals accordingly. As diagnostic assessment tools are connected to the skills and they provide a
basis to provide the teachers with specific knowledge and to analyze the strength and weakness
of the students. The information and the feedback can be incorporated in the learning plan of the
students so that they can be addressed as and when required. It is necessary to look at the initial
level of assessment and understand the role of formal assessments which is defined as the
process of ascertaining suitability of the learners in their respective subjects. Moreover, initial
assessment gives the learners a prior idea and knowledge in the subject. It also allows the teacher
to use their information in delivering knowledge to the students. The diagnostic test also gives an
idea to the teacher about the various levels of learning (Giddens 2013). For example, sometimes
it is seen that the learner may require extra support in certain important steps in the playground
or how to behave with the competitors. Moreover, the strength and weakness of the learners play
a vital part in the development of knowledge and skill. Moreover quality and diversity
throughout the entire teaching learning process ensures equal opportunity to the students in the
succeeding areas. The diagnostic assessment methods at the initial stage starts from the
application and it will continue throughout the entire course. The various smart objectives which
are developed will ensure that the learners will develop and maintain continual progress. The
smart objectives ensure that the goals are manageable for the players and they can attain it within
the given time frame. Moreover the player also gets a sense of achievement and allows for peer
and self assessment. The instructor also gives support to the learners and provides the students

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necessary guidance and help whenever needed. These types of achievement of the goals will help
the learner to progress and develop in their own pace (Kirton and Greene 2015).
It is necessary that before starting any new class, diagnostic assessment must take place
within the first lesson. It also helps in giving a clear idea of an individual learner and is regarded
as a vital tool to highlight the areas where the student will require extra support and care. This is
taken ahead when it is necessary to develop one to one tutorials and the teacher can speak about
the various problems of the students individually (Francis and Gould 2014). The students may
also require extra support in certain important areas. The initial diagnostic tools also give a clear
idea of the extra areas which is needed to be included when preparing lesson plans so that no
single student is dropped out from the plan. There are certain specific areas that are needed to be
added when the learner will require extra support and is barred from receiving it. It is necessary
that every learner must have a learning plan which requires training and support to receive and
fulfill them in the learning programme (Gallagher and Duffy 2016.). This also requires achieving
the objectives of the learning plan. Moreover, the individual learning plan must be designed
separately for each learner. The trainer and the student must be involved in producing the
required plan. These learning plan must include all the information of the learner, their learning
programme, the results of the assessments, learning goals, induction training, program reviews,
on and off job training, assessment and additional support. This learning plan is also used as a
working document in which the learner, the trainer and the supervisor regularly refers to. It is
revised and reviewed to reflect the students the changing learning needs and the growing
capabilities. These learning plans are detailed and short termed. In certain cases an example can
be taken of the next 4-7 months and subsequently an outline can be prepared for longer duration.

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This learning plan may be written either on single or separate parts or in different formats
(Keeley-Browne 2014).
The information about the achievements and qualifications of the learner provides an idea
of the general level of ability. This indicates that some players are strong in certain areas and
thus it will be easier for them to go ahead in their career. Moreover, this also helps in deciding
which programme is more important for the players and whether these planned programme are
necessary for the players (Hodge et al. 2017). There are some learners who do not have the
specific skills which are necessary to participate in various national, state or international
tournaments. Some students may have the basic skills and they may require further care and
investigation For example, absence in certain tournaments or being unable to perform in certain
tournaments will require further investigation during the initial period of assessment. There is
also certain purpose of the prior experience of the learner and this learning is ensured so that the
player does not waste time in repetitive learning of those areas in which they were already
capable of. It is important to identify the basic skills of the learners who require support in
improving their basic skills in certain programmes. These skills must be assessed and the areas
which require help and support of the trainer must be identified. There are certain learners who
follow the learning programmes and thus the achievement of their skills is considered as
mandatory requirement. It has been found that each person has different style of learning and
some people learn their best by taking various kinds of practical activities such as freehand
exercise, gym, jogging and many more. The skills enhance the personal effectiveness and thus it
enhances the employability of the learners. These included certain skills such as self-confidence,
attendance, taking responsibility, time keeping, respect for others, reliability and decision
making processes. The learners need to develop these as part of their learning programme. There

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are certain learners who have personal problems and thus this must be addressed in the learning
session. Thus, it can be said that access to learning is considered as an important means of
promoting equality of opportunity which is considered important for various work based
learning. The trainer must also not discriminate or discourage against any potential learner
(Hughes and Loader 2015). It is also necessary to identify the needs of the sportsperson and thus
allow them flexible provisions that are developed to fulfill the needs as and when required. It is
also important to understand the needs of the learner and provide them necessary support as and
when required. Proper planning helps to fulfill the needs of the learners and thus avoid
unnecessary training cost and thus make better use of the resources. There must also be certain
measures for progress and success from accurate starting points. This will help in the retention of
the learners and thus motivate them in their achievement levels It will also help in improving the
relationship with the players by providing them appropriate training and support and thus making
them more motivated. The relationship with the funding organization will also be improved
through higher achievement and retention levels. Thus, it can be said that the learner and the
trainer plays a critical role in the entire assessment process (Reece and Walker 2016).

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References
Francis, M. and Gould, J., 2014. Achieving Your Award in Education and Training: A Practical
Guide to Successful Teaching in the Further Education and Skills Sector. SAGE.
Gallagher, T. and Duffy, G., 2016. Recognising difference while promoting cohesion: The role
of collaborative networks in education. Tolerance and diversity in Ireland, north and south,
pp.35-54.
Giddens, A., 2013. The third way and its critics. John Wiley & Sons
Hodge, S., Lieberman, L. and Murata, N., 2017. Essentials of teaching adapted physical
education: Diversity, culture, and inclusion. Routledge.
Hughes, J. and Loader, R., 2015. ‘Plugging the gap’: shared education and the promotion of
community relations through schools in Northern Ireland. British Educational Research
Journal, 41(6), pp.1142-1155.
Keeley-Browne, L., 2014. Achieving Your Award in Education and Training. McGraw-Hill
Education (UK).
Kirton, G. and Greene, A.M., 2015. The dynamics of managing diversity: A critical approach.
Routledge.
Reece, I. and Walker, S., 2016. Teaching, training and learning: A practical guide. Business
Education Publishers Ltd.