'A Discussion of Assessment and Feedback Issues Essay\r'

'A discussion of judgment and applyback issues sagaciousness is an all important(p) component of pedagogy and reading, the most obvious contend for carrying come on appraisal is to tax the students learning/ consummation s and whether the student is heading toward the course of qualification. principle within NVQ the criteria is laid step forward for me as a teacher my role is to prepare the students to observe their performances, perplexity them, and use mind to lead a finality as to whether my learners are competent or capable.\r\nI mustiness likewise to ensure that the assessment meets the criteria and objectives of the NVQ qualification. We as the teachers/assessors want to know whether learning outcomes founder been achieved, or if the student is of a standard postulate to eviscerate and achieve the grade /qualification. It as well helps me as the enlighten up most to help determine the victimisation the student needs during the course. Assessment is excessively a a centering to provide information on person teacher or the institution. For example; are the principle methods affective, are the learning objectives appropriate- are they too sonant or to difficult.\r\nAssessment within my teaching scene of action comprises of different components, performances in the work places, the use of existent working environment. With NVQ teaching we incur proper(postnominal) criteria that must be get overed and include skills as fountainhead as knowledge, we the assessors have the decision as to how and where the assessment takes place. NVQ level 1-2-3 hairdressing comprises of exclusivelys which must be cover die, Level 3 consists of 53 credits marginal split into mandatory units -48 credits and optional unit of which is 6 credits to pass and obtain the qualification. side by side(p) VTCT/HABIA critia guide lines and assessment work book.\r\nVTCT/HABIA strongly advocates a holistic approach for assessment of learners. Examples in clude employ one assessment method to gather exhibit for a number of criteria integrating knowledge into possible utterance (i. e. finished oral or prove on analysis sheets i. e. consultation forms). I myself-importance as a teacher of hair and beauty deliberate in Habia and VTCT Assessment learning and teaching strategies I believe in engaging and exciting the learner whether it performer I need to change the way I assess or how I call for my knowledge forward for learners to learn and help them pass with flying colors their course.\r\nI measure the achievements against the standards set out. One of the advantages of NVQs is that the whole area to be attempted is set out from the start. NVQ assessment is usually internal or away or a combination of the two. Internal assessment means myself is responsible for devising and marking assessments be it using aspect study’s 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 improve concrete(a) skills knowledge and understanding.\r\nIt’s my responsibility to guide learners on the evidence that is needed to be gathered to reciprocate assessment. Within my course criteria (NVQ) we use pliant and summational assessment as the main hold of the course. contrasted summative assessment which relates to assessment of learning, feedback relates to assessment for learning. Assessment 1998: Torrance and Pryor 1998) which helps the learners hop on (Black and William We use shaping assessment as formal or informal. For assessment to function formatively, the results have to be utilise 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 entirely or within a stem. To help students understand the frame work and w hat is needed we use in NVQ or within my institution mile stones of 13 weeks covering formative summative and mandatory test assessment. I strongly believe in formative assessment for the students and me the teacher for my own evaluation as well as theses; it contributes to the learner’s progress provided guidance on how to bridge the gaps to achieve the in demand(p) results, we use ILPS to also help within this serve.\r\nILPs separate learning plans, we use these to encourage 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 passim the course and are apply as part of the formal course assessment. Summative assessment is used for grading or within my teaching soil it’s a simple pass or fail. As stated in (Teaching skills in the just and adult education 3rd accession David Minton p 288) progression and new technology.\r\nThere is no moti ve why a teaching session in a hairdressing salon should not be video-taped or photo graphed and presented with by the teacher to apologise whys/he did what, what happened, what was observed in a group or individual work. It’s a important tool for evaluation as well as valid evidence. It can be shared with instruct 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.\r\nIn regards to questions and feed back during assessment, It’s important to be specific on what can be improved and how. impelling feedback tells the student what they have achieved and where they need to improve. Questioning 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 leaner’s have gained, also to helps myself the teacher get wind how successful my teaching has been and what area s need to be improved .\r\nQuestioning is sound to effective teaching and learning. As stated by ( Fisher & Frey 2007) Checking for understanding by means of questioning should not be thought as a simple two step process but rather as a Byzantine 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 and peer assessment can also be beneficial in feedback and evaluation on own and peers works.\r\nAs state many faculty member teachers still tend to retain all will power and power 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. perceive their strengths weaknesses and areas they feel they need to improve, helps set self goals comme il faut more do.\r\nSelf assessment within my teaching a rea requires the student to fill out self assessment feedback forms in relation to a practical activities carried out, this help them self â€evaluate their work strengths and weaknesses. â€Å" egotism ASSESMENT WITH ITS EMPHASIS ON STUDENT RESPONAIBITIY AND MAKING perspicaciousness IS NECESSARY SKILL FOR LIFE LONG education â€Å"(Bond, 1995, P. 11,). In the3 same contexts Peer feedback can also be beneficial to individuals or groups of students who are edged to experiment and use new ideas.\r\nPeers assessment involving students talent feedback on peers work can help students make sense of gaps in their own work. I see self and peer assessment beneficial where certain(p) 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. London:Koger 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)\r\n'