UET3 Report: Teaching, Learning, and Assessment in Education

This report provides a detailed analysis of teaching, learning, and assessment in education and training, focusing on the knowledge and skills required for delivering quality instruction. The report is structured into tasks that examine the identification and fulfillment of individual learner needs, promotion of appropriate behavior, equality, and valuing diversity in the classroom. It further explores various teaching and learning approaches, communication methodologies, and assessment types (formative, diagnostic, and summative) and their effectiveness in meeting individual learner needs. The report also covers communicating assessment information to stakeholders and demonstrating minimum core elements in planning, delivering, and assessing inclusive teaching and learning practices. The report uses Eton College as a case study to illustrate the application of these concepts.

UET3 – TEACHING,
LEARNING AND
ASSESSMENT IN
EDUCATION AND
TRAINING

INTRODUCTION
In the field of Education and Training, it is important for the educator to be in possession
of habits that help in continuously gaining insights from their environment. As a result, this
information is further passed on to the pupils they teach which furthermore encourages
meaningful discussion among themselves as well as in the external environment (Blandford,
2012). In this regards, the project report aims to provide a detailed account on the knowledge and
skills required in order to deliver quality teaching, learning and assessment work in education
and training. Additionally, one will also be able to ascertain the key roles and responsibilities
that are paramount for the achievement of individual learning goals, their planning, delivering
and assessing in a conducive teaching environment.
This report has been divided into various Tasks that aim to shed light on identification of
individual needs of learners, promotion of appropriate behaviour, equality and vale diversity.
Also, an analysis has been carried out in relation to the teaching and learning approaches,
communication methodologies as well as technologies applied in ones own area of expertise. For
this purpose, Eton College has been chosen which is a boys-only school that was founded in
1440 by Henry VI and admits boys aged 13-18 with a current student count of 1300 pupils.
TASK 1
1.1 Importance of identification and fulfilment of individual needs of learners
It is important for a teacher to identify, understand and fulfils the needs of the learners
they cater to. This is due to the fact that every student has a separate set of needs as well as
dynamics which enable them to perceive the teachings imparted by the educator in a diverse
manner. In addition to this, it would also encourage the teacher to be more considerate towards
their learning audience. For instance, it is often observed that while some students are quick
learners, others are quite slow at grasping things quickly (Boud, 2013).
By identifying the needs of their pupils the educator would be able to allocate their time
and energy in an effective manner with respect to those who are prompt at grasping what is
taught in the classroom and those who are not. This means that once the teacher is able to
identify these needs of the learners, they can plan the classroom activities in relation to
counselling, individual tutoring, group interactions as well as supervision in an effective and
efficient manner. This is important due to the fact that the teacher's goal is to ensure that at the
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end of their session, every student has grasped the concept taught in the classroom in its entirety
whether irrespective of whether these learners are quick or not.
1.2 Analysing the roles and use of initial as well as diagnostic assessment in agreeing individual
learning goals
In order to identify the needs of a learner, one may resort to the creation of assessment by
the teacher themselves which helps in understanding their audience in a much better way. Initial
and Diagnostic Assessments not only enable in fulfilling this activity but also help in
ascertaining the individual goals. Initial Assessment can be defined as the process which
determines the initiation point for a learner from where they can go ahead and work their way in
achieving the end goals of the entire learning programme. On the other hand, Diagnostic
Assessment mainly relates to the second step in the achievement of individual goals of the
learners. It is the process that helps in the determination of the strengths, weaknesses, knowledge
and skills (Christenson, Reschly and Wylie, 2012).
Through the employment of these two assessments, the teacher is able to create a plan
which uniquely caters to the needs of the learners and helps in their realisation of agreeing
individual goals. For instance, the instructor is able to create the academics as well as extra-
curricular activities based on the interests and needs of the student, thus, helping them in their
overall development from primary classes itself. Through this, the teacher is also able to know
what all things need to be re-mediated in order for the learner to excel in both academics as well
as extra-curriculum programme.
TASK 2
2.1 Importance of promoting appropriate behaviour and respect for others
Education and Training is one of the most crucial part of one's life as it helps in moulding
an individual on the basis of their skills, knowledge and competences. Since children all around
the world are sent to education institutions at a very prime age, any insights gained at this stage
of life helps in determining the future behaviour of the person itself (Cooper and Travers, 2012).
For this purpose, it is important for the educator to ensure that appropriate behaviour is displayed
on the part of the student from an early age. Hence, a teacher must lead by example. This means
that they should behave appropriately and at all times whether they are inside or outside the
classroom. Such a display would enable the students to follow suit. In addition to this, respect for
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others is another important concept which goes way beyond the doors of education institutions. It
is important for one to have respect for others irrespective of their race, religion, caste, colour or
beliefs (Griffin, Care and McGaw, 2012). Respecting as well as appreciating other's cultures by
the learner themselves can help in the emulation of such behaviour on the part of their learning
audience too. Such an act will help in the long-term growth of the student and develop empathy,
sympathy and politeness among them which are paramount aspects in one's life.
2.2 Ways to promote equality and value diversity in the classroom
In UK, the Equality Act of 2010 provides legal protection to those communities which
have one or more protected characteristics such as Age, Disability, Gender Reassignment, Sexual
Orientation, Race and Religion among others. In the Classroom, this means that the instructor
must ensure that a diverse group of pupils are able to interact and exist in a coherent manner.
For this purpose, it is the duty of the teacher to ensure that collaborative classroom activities are
employed at all times during the learning programme. For instance, themed weeks like African
Week and hosting quizzes on such themes, usage of diverse images in resources and setting up of
sample cuisines such as French, Indian or American can help in learning about different cultures.
Also, celebrating international occasions, story-telling, hosting impairment games, encouraging
learning of new languages can also facilitate promotion of equality and value diversity in the
classroom (Promotion of Diversity and Behaviour in classroom, 2014).
TASK 3
(Covered in PPT)
TASK 4
4.1 Purposes and Types of Assessment used in Education and Training
In Education and Training, three types of Assessments exists which facilitate the
instructors to accumulate data in regards to their teaching as well as their audience's learning
(Havnes and et.al., 2012). It helps in providing an overall view of the students as to where they
stand among the pupils. These forms of assessments have been discussed as under:
Types of Assessments Description Purpose
Formative It is a set of procedure
undertaken by educators to
Its main purpose is to measure
progress and identify the weak
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gain insights and provide a
qualitative feedback to the
learners on a continuous basis.
areas of the students as well as
instructor.
Diagnostic This methodology is usually
undertaken well before any
formal learning initiates. It
includes pre-tests, self-
assessment and interviews
among others which help in
recognising their potential as
well as facilitate development
of teaching plans for the
classroom sessions.
Its purpose is to identify
capabilities, competencies and
weaknesses of the learners.
Summative It is a process undertaken at
the time when no formal
learning is ongoing. These
include Rubrics developed
around a set of standards
which are supplemented to the
students before a learning
programme actually initiates.
The main goal for choosing
this assessment methodology is
to evaluate student learning at
end of a programme.
4.2 Analysing effectiveness of assessment methods in meeting individual learners' needs
As observed earlier, different type of Assessment Methods facilitate fulfilment of
different types of needs of both the instructor as well as learners. An assessment method can be
defined as a set of procedures, strategies, tools and techniques which enable collection of
important information which is helpful in the determination of extent to which a student is able
to successfully achieve the learning outcomes of a programme (Knight, 2012). Since exclusively
relying on either Diagnostic, Formative or Summative feedback would render only one time of
perspective for the tutor, it is important to use a combination of such methodologies so as to meet
individual learners' needs in an effective manner.
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For instance, if only summative assessment method is used, the teacher would be able to
know whether or not the learning outcomes were achieved successfully by the learners.
However, the tutor would be unable to ascertain what portion of the content imparted during
such course was readily understood during a particular point of time and which was not properly
understood by the learners. This is especially due to the fact that every student may not be
comfortable with the assessment method chosen by the tutor as they have differentiated needs
(Mittler, 2012).
4.3 Communicating assessment information to other professionals with an interest in learner
achievement
It is important to communicate the assessment information not only the students and their
families, but also to other professionals that hold an interest in learner achievement. These have
been discussed as under:
 Principal: A principal is the main head of an educational institution who is interested in
the performance of students. Hence, communication of assessment information including
class as well as extra-curricular performance that shows how the learner progressed and
achieved accolades over the course of a learning programme. Hence, formative as well as
summative information is one of the crucial pieces of information that need to be
communicated to these bodies of professionals. Usually, this communication is mainly
done by conducting meetings, presentations and in the form of reports (Obiakor and
et.al., 2012).
 Delegates and Guest Lecturers:: These body of professionals are interested in knowing
how the learner's achieve their goals and in what manner they strive to do so. Such
information is usually communicated on an occasional basis when they such parties are
visiting the institution itself, specifically on annual functions or workshops. Usually, this
communication is mainly done on public podium through a speech given by the presenter
themselves. Usually, the presenter here is either the department heads or the principal
themselves.
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TASK 5
5.1 Ways in which minimum core elements can be demonstrated in planning, delivering and
assessing inclusive teaching and learning
Under Inclusive Teaching and Learning approach, Minimum Core elements are observed
as the enablers of effective practices that are undertaken in order to develop different
methodologies that can be embedded and integrated in an educational institution (Posavac,
2015). These minimum core elements include literacy, language, numeracy and ICT Teaching.
The ways in which its application can be demonstrated in planning, delivering and assessing of
inclusive teaching and learning are enumerated as under:
 Literacy: Through reading, writing, identifying spelling, grammar and punctuation errors
for relevant guidance so as to determine the pre-requisites for initial and diagnostic
assessments, one is able to improve their teaching and learning skills in a continuous
manner.
 Language: By honing language speaking and listening skills, a tutor is able to explain
and communicate with diverse set of learners in an effective manner. This would also
help in making the teacher more approachable and accessible to such student bodies
(Quaye and Harper, 2014).
 Numeracy: Carrying out calculations, analysis and necessary measurements in relation
to teaching or session hours so as to complete the entire coursework in stipulated time
can facilitate development of initial as well as diagnostic assessment activities.
 ICT Teaching: Employing E-learning tools such as visualization tools that integrate
communication of information and technology into a single unit. Thus, enabling students
with kinaesthetic preferences to learn in an effective manner.
It is important to note that these minimum core elements are sourced through personal
experience of the tutor that they acquired through their previous employment as well as
academic knowledge gained while preparing under teaching and education programme.
TASK 6
6.1 Analysis of own roles and responsibilities in education and training
I am working as a teacher in Eton College and I have various roles and responsibilities to
fulfil requirements of my job role. Detailed description of them is as follows:
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Roles and responsibilities in Eton College:
 I play a role of mentor in the college as I am responsible to provide guidance to the
students and help them to resolve their queries.
 Role of motivator is also played by me in the college as a teacher because it is my
responsibility to inspire all the students so that they can work hard and achieve their
career goals.
 I have a responsibility in Eton College to promote ongoing professional development of
students for the purpose of enhancing competence in curriculum activities.
 I am also responsible to protect health, safety and welfare of students who are studying in
the college.
6.2 Summary of key aspects of legislation, regulatory requirements and codes of practice related
to role and responsibilities
There are various legislation, regulatory requirements and codes of practices that are
required to be followed by a teacher. Description of all of them is as follows:
Education act, 1990: It guides teachers to raise standards in education so that students
can enhance their grades in academics (Reeves, 2012). With the help of it teachers can deal with
various challenges such as tackling poor performance, bad behaviour etc. It helps to improve the
way in which education is delivered to students in order to enhance their knowledge.
Education regulation, 2012: According to this regulation teachers are required to make
sure that they are providing right education to students as it help them to build their career. If
they are not able to take it in to consideration while teaching then it can affect future of students.
This action of teachers can result in strict action of legal authorities of the nation (Rowntree,
2015).
The Workplace safety, 2012: As teachers are responsible to look at the safety, security
and welfare of students so it is vital for them to fulfil requirements of their job. This legislation
states that they are required to make sure that students get healthy environment to study (Salvia,
Ysseldyke and Witmer, 2012).
All the above described legislation are required to be followed by a teacher in order to
play all the roles and bear responsibilities at a college. It can help to fulfil all the requirements of
job role and attain success in career.
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6.3 Analysis of relationships and boundaries between teaching role and other professional roles
There are various types of career opportunities for individuals in the world. Some of them
are teacher, accountant, manager, principle, guest lecturers etc. Teaching and other professional
roles are related to each other because in all of them people have to work according to structure
and policies of organisation where they are working (Schargel and Smink, 2013). It is very
important for all the individuals to fulfil requirements of their job roles. When they are not able
to work according to the rules and regulations of enterprise then top level executives can take
strict action against them.
Teachers are required to maintain professionalism and follow set standards as they help
students to develop their career and attain future goals. They have to face various personal and
professional boundaries to fulfil all the requirements of their role (Schleicher, 2012). A teacher is
required to behave calmly in difficult situation and if they are not able to behave calmly then it
can affect their job. On the other hand, various boundaries are also faced by individuals in
different professional roles. In such types of roles they have various subordinates who follow
their command but teachers do not have any subordinates they have students to teach. In
professional roles there is a limitation related to maintain professionalism with subordinates and
teachers have limitation to make sure that they teach students appropriately.
6.4 Points of referral to meet the needs of learners
For a teacher, it is very important to take all the points of referral into consideration to
meet needs of learners while teaching students. With the help of it, they will be able to fulfil all
the requirements of students. Following are the points of referral which are required to be
focused by a teacher in order to meet needs of learners:
Communication: For a teacher, it is very important to make sure that they have ability to
communicate with students appropriately. All of them have different capability to learn so, it is
very important for a teacher to communicate with them accordingly and make sure that all their
queries get resolved.
Gesture: The way in which speech is delivered by a teach is known as gesture. It is very
important for a teacher to make sure that they are standing or sitting in a proper manner while
teaching the students as movement in hands affect learning ability of students.
Clarity of concept: In order to meet needs of students, it is very important for a teacher
to be clear about all the information which is going to be delivered to students. If they are not
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