A Discussion of Assessment and Feedback Issues Essay

A discussion of mind and feedback issues Assessment is an important part of doctrine and learning, the intimately obvious reason for carrying step to the fore judging is to evaluate the students learning/ consummation s and whether the student is heading toward the soma of qualification. Teaching at bottom NVQ the criteria is fit(p) pop for me as a instructor my role is to prepare the students to sight their performances, question them, and utilise judgement to make a decision as to whether my learners are competent or capable.I must similarly to contain that the opinion meets the criteria and objectives of the NVQ qualification. We as the teachers/assessors want to know whether learning outcomes have been achieved, or if the student is of a standard required to pass and achieve the material body /qualification. It also serve ups me as the tutor up most to help ready the development the student needs during the course. Assessment is also a past to provide inform ation on various(prenominal) teacher or the institution. For lawsuit are the teaching methods affective, are the learning objectives appropriate- are they too unaffixed or to difficult.Assessment within my teaching empyrean comprises of different comp unitarynts, performances in the bring places, the handling of realistic working environment. With NVQ teaching we have particularised criteria that must be covered and include skills as healthful as knowledge, we the assessors have the decision as to how and where the estimate takes place. NVQ train 1-2-3 hairdressing comprises of units which must be cover die, Level 3 consists of 53 ascribe nominal split into mandatory units -48 credits and optional unit of which is 6 credits to pass and obtain the qualification. Following VTCT/HABIA critia guide lines and assessment work book.VTCT/HABIA strongly advocates a holistic approach for assessment of learners. Examples include using one assessment method to gather raise for a number of criteria integration knowledge into hardheaded reflectivity (i. e. through oral or testify on analysis sheets i. e. consultation forms). I myself as a teacher of hair and beauty believe in Habia and VTCT Assessment learning and teaching strategies I believe in engaging and exciting the learner whether it center I need to change the way I assess or how I bring my knowledge forward for learners to envision and help them stark(a) their course.I measure the achievements against the standards set out. One of the advantages of NVQs is that the whole area to be tested is set out from the start. NVQ assessment is usually inbred or external or a combination of the two. Internal assessment instrument myself is responsible for devising and marking assessments be it using case take ons which also help develop functional/key skills, observation ,oral ,informal,ect. These then tend to be verified by the centre internal verifier. I myself am required to set work that will amel iorate practical skills knowledge and understanding.Its my responsibility to guide learners on the evidence that is needed to be gathered to satisfy assessment. Within my course criteria (NVQ) we lend oneself formative and summative assessment as the main hold of the course. contradictory summative assessment which relates to assessment of learning, feedback relates to assessment for learning. Assessment 1998 Torrance and Pryor 1998) which helps the learners progress (Black and William We use formative assessment as formal or informal. For assessment to function formatively, the results have to be used to adjust teaching and learning. (Black and William 1998 pp. -16) With formative assessment we use a range of activitys, case studies, multiple choice test, practical test, projects, questioning alone or within a group. To help students understand the frame work and what is needed we use in NVQ or within my institution mile stones of 13 weeks covering formative summative and mandat ory test assessment. I strongly believe in formative assessment for the students and me the teacher for my own evaluation as well as theses it contrisolelyes to the learners progress provided guidance on how to bridge the gaps to achieve the craved results, we use ILPS to also help within this process.ILPs individual learning plans, we use these to incite the students also for means of developing their own targets and to motivate and encourage the students learning development. These documents are updated by learner and teacher throughout the course and are used as part of the formal course assessment. summational assessment is used for grading or within my teaching domain its a simple pass or fail. As say in (Teaching skills in the further and adult education 3rd supplement David Minton p 288) progression and new technology.There is no reason why a teaching seance in a hairdressing beauty salon should not be video-taped or photo graphed and presented with by the teacher to be g off whys/he did what, what happened, what was observed in a group or individual work. Its a valuable tool for evaluation as well as valid evidence. It can be shared with mentor or other tutor to compare and evaluate work, to review Atcual teaching session also and assessment of students. I myself have used this and found it a good tool to be used.In regards to questions and feed back during assessment, Its important to be specific on what can be amend and how. Effective feedback tells the student what they have achieved and where they need to improve. teasing is used not only as a pedagogical tool but also as a deliberate way for myself the teacher to find out what knowledge and understanding the leaners have gained, also to helps myself the teacher see how successful my teaching has been and what areas need to be improved .Questioning is fundamental to effective teaching and learning. As stated by ( pekan & Frey 2007) Checking for understanding through questioning should no t be musical theme as a simple two step process but rather as a complex progression as the teacher formulates and then listens to the responses of the learners, IE making them from easy to hard and simplifying them for students own level of learning. self-importance and peer assessment can also be sound in feedback and evaluation on own and peers works.As state many academic teachers still tend to retain all ownership and designer in the assessment process (Dorothy spiller teaching development wahonga Feb 2012 assessment matters). Self assessment is used during formative assessment which students reflects and evaluates their own work. see their strengths weaknesses and areas they feel they need to improve, helps set self goals becoming more motivated.Self assessment within my teaching area requires the student to fill out self assessment feedback forms in relation to a practical activities carried out, this help them self evaluate their work strengths and weaknesses. SELF ASSESM ENT WITH ITS EMPHASIS ON pupil RESPONAIBITIY AND MAKING JUDGMENT IS NECESSARY SKILL FOR LIFE LONG development (Bond, 1995, P. 11,). In the3 same contexts Peer feedback can also be advantageous to individuals or groups of students who are keen to experiment and use new ideas.Peers assessment involving students giving feedback on peers work can help students make sentiency of gaps in their own work. I see self and peer assessment beneficial where certain points are present. Designed to enhance learning ,involving learners in judging own work, help improve and motivated owns mind and work . Boud, D (1995). Enhancing learning through self-assesment. LondonKoger page. Boud, (1995 P. 11. ). (Black and William 1998 pp. 5-16) Douglas Fisher& Nancy Frey 2007 www. reading,org questioning. (Teaching skills in the further and adult education 3rd addition David Minton p 288)