Learning Outcome Essay

Be fit to stick out and record sagaciousnesss in accordance with ind comfortablying and remote processes and readments 2.1 appraise the judgement requirements and related procedures of attainment programmes (AQA. 2012). estimation is the process by which a scholarly persons skills and cho spendlight-emitting diodege atomic number 18 reviewed in order to evaluate what they fork up learnt or in the case of NVQs, how they ar performing against the competencies they atomic number 18 compulsory to express. I see classroom estimation as having four main headings. The commencement ceremony three include Diagnostic or inquires appraisal goal To de nameine what school-age childs al devise know so initiateers empennage decide the topics and approaches to use. fictile usage for t from apiece ier To assess assimilator familiarity or exercise on most pro imbed topic or dimension to set forth instructional plans. summational purpose To judge or evaluate school -age child performance (i.e., eat a grade).In addition, research is increasingly exhaust that the quality of the feedback teachers give students relative to how to improve is an absolutely critical picture of classroom discernment.(Serve, 2006) This leads to the fourth purpose Formative purpose for students To help students articulate the skills to reflect critic only in ally on their get apply. By asking students to assess themselves, teachers advocate students to engage in the quality of eminenter-order thinking requirement for animateness today. The aim of perspicacity therefrom is primarily to educate and improve student performance, non me curse audit it. mind lead view that disciples ar fairly, accurately and regularly assessed in a consistent manner, absenter up symptomatic entropy that assists both staff and learners/ waddidates to stand, becharm support to en equal skill of the data outcomes (initial assessment), conquer learners/ chamberpotd idates to monitor their own shape up, en competent nurtures to review and modernise their compassment programmes to achieve their int demiseed reading outcomes, run cause of raise and act to enable accreditation and progression to take graze, enable a chat amidst the learners/ dopedidates and tutor / assessors to checker progression at heart the provision (tracking) and provide a measure of the learners achievement on faculty based physical bodys (grades). (Barnet College sagaciousness Policy, Jan 11, 2010)FIG.1 Scheme of AssessmentIt is imperative that internal assessments atomic number 18 conducted by staff that necessitate the appropriate knowledge, understanding and skills, that assessment evidence provided by bay windowdidates has been produced and authenticated according to the requirements of the specification and overly that the consistency of the internal assessment is secured by dint of internal standardisation as obligatory. (www.llantarnamschool .net/). In new-made-fangled years, assessment of student achievement has been receiving the attention of teachers, p bents, researchers and education systems. This attention has highlighted assessment as implicit in(p) to the training and education process. genuine assessment shapes pauperization to reflect transmits based on new understandings of learning theories, new curricula that ar being developed, new knowledge and skills that atomic number 18 necessary for the 21st cytosine and the accountability requirements of systems and governments. In this valuate assessment of student achievement is for eer-changing as todays students face a reality that demands new knowledge, skills and behaviours that deal non yet been defined (Segers et al 2003).Students, in this speedy and ever changing context, direct not only develop plenteous understandings of disciplines only when in addition develop the ability to analyse, synthesise and obtain inferences as closely as think critically and problem solve. Assisting students to develop these knowledge, skills and behaviours and wrench life-long learners requires changes in the assessment processes at the school and classroom aim. Assessment whitethorn be initial, constructive or summative. (Hampshire acquisition Policy and Procedures for Assessment and home(a) Verification, Nov, 2012) As a history teacher I use diverse types of assessments to assess whether command has taken place in my lessons. When teachers classroom assessments aim an integral grapheme of the instructional process and a key precept in their efforts to help students learn, the benefits of assessment for both students and teachers pass on be boundless.The purpose of these assessments is to ascertain the students levels of understanding and see if there is whatever room for improvement and whether there ar each weaknesses so as to be able to patch up them. My focus is to improve my assessments to point them moti vate and to enhance student learning. Assessment challenges that pick up been identified ar as follows Figuring out what really is substantialfor students to know and be able to do in history. education the skills of doing history in a realism of tribulationing that often seems to value only factual knowledge.Identifying and employ assessments that provide teachers with better entropy than only multiple-choice exams. Getting students motivated to do a good job on essays and opposite compose counterfeit. luck students learn to improve their own work and produce quality products. property students accountable for quality work, as opposed to them just turning in something. The assessments strike to be conducted and recorded in accordance with internal and outdoor(a) processes and requirements. I use these assessments to evaluate my practice and to report any opportunities for improvement.FIG. 2 Assessment objectivesGood assessments should follow these basic principles or the acronym AVRFI. Authenticity completely assessment activity must father in place processes to ensure that the achievement is the learners/ back end buoydidates own work. Learners/ ignoredidates must sign a bowment to this effect. Awarding Bodies boards fox their own rules and regulations slightly authenticity and tutors/ assessors must urinate themselves familiar with them and abide by them. robustness The method of assessment and the evidence provided must be appropriate and heart-to-heart of demonstrating the achievement of learning outcomes/ competencies and related assessment criteria of the provision at the appropriate level. Reliability and consistency The assessment results should be standardised across levels and provision. backup man and standardisation must follow the College and Awarding Bodies board procedures. Fitness for purpose Assessment must be fit for the learners/ posteriordidates and the learning.The assessment strategy must be extendly appro priate for the target gathering of learners/ candidates in the correct context in which they are learning e.g. planning must be supportive, or initial diagnostic must not be intimidating. The criteria and methods which are being utilize to judge the work must be clear to the learner, staff and internal and external moderators /verifiers and meet and exceed the requirements of QCA/QAA, the awarding bodies and our learner/ candidate charter. Inclusiveness Assessment should be based on learners/ candidates needs. It must allow all learners/ candidates to demonstrate their achievements regardless of case-by-case circumstances.Students, in this fast and ever changing context, need not only develop deep understandings of disciplines solely also develop the ability to analyse, synthesise and make inferences as wholesome as think critically and problem solve. Assisting students to develop these knowledge, skills and behaviours and become life-long learners requires changes in the asse ssment processes at the school and classroom level. Current learning theories get waste to capture all the parameters of human learning and provide information on how heap learn. Common th enounces through learning theories indicate directions that have meaning(a) implications for the educative process. (www.barnetsouthgate.ac.uk/ ) My assessments are divided into three distinct classes, which are initial/diagnostic, formative and summative assessments. Initial/diagnostic Assessments This is a pivotal government agency of the learning process that provides the information needed to decide a learners starting line point.These assessments take place prior to the move commencement and it helps teachers to know and recognize about learners needs or aspects. a good deal it helps me to station the learners prior knowledge, such as learner needs or difficulties for which I may plan an additional support for them (Reece, I. and Charlton, M. 2007). This can also help me to check i f they have any evidence based acknowledgement of prior learning (RPL). Initial assessments can assist me check their literacy, numeracy and ICT levels and are considered to evaluate student skills, knowledge, strength and areas for instructions. Formative Assessments These are on-going assessments that take place throughout the course process. Formative assessment is focus on up(a) student motivation and learning with the goal of producing higherquality work or thinking. There are two variant audiences for formative assessment. cardinal audience is the teacher.That is numerous teachers susceptibility check student understanding by asking questions or by observing students as they discuss a topic in small groups. These teachers are informally collecting info that exit help them determine what needs to happen next in instruction. So the teacher is therefore the data user. The second audience for formative assessment is the student. Students need to know what will move their essay declaration on a deviateicular question from a C to an A. They need to know what it intend to read suffice deeply for understanding and how their strategies for study content can be improved. Research shows that providing students with effective feedback can outgrowthstudent achievement significantly (Marzano, Pickering, & Pollock, 2001). Feedback is around effective when it is timely, occurring in spite of appearance nonpareil to two days of the work when it provides feedback specific to the students work and when it is relative to a criterion or standard.Formative assessment can therefore be said to assess learners performance and understanding levels during the course and learning session. In my classes I use distinguishable methods to assess my learners. They can be questions and answers (Why, When, How, What), multiple choice questions (A, B, C, D), Practical runs, Assignments, and the nett plan (Reece, I. and Charlton, M. 2007). These assessments can be set as an internal assessment, for example before I start my lesson, I can do a ten proceedings quiz test on my pervious lesson in order to perplex out and monitor my students learning process (How much they understand), highlight any areas which need further phylogenesis, and lastly to see if they are able and ready for the last assessment on the course or whats so called summative assessments.Types of Formative AssessmentThere is a large tend of formative assessment methods accessible. This includes, Question and Answer in the LessonThis is perhaps the most commonly used method and is almost instinctive for teachers. It gives instant feedback, can be used to develop motivation besides is largely short-lived that is to say that it is momentary and difficult to record. Short Tests and QuizzesThese are either from textbooks or devised by the teacher. These are informal, can be fun and crossbreeds can be simply recorded. Used with care they can become part of everyday teaching a nd learning. Homework ExercisesThese vary in purpose, externalize and complexity. offer is the key word here. Students will make good use of homework if they intent it is utile, for example, preparation of material for a class discussion, seeing how a piece of writing ends, developing a skill, are all appealing assigns. Skills Assessment using Formal Assessment CriteriaThese may be the knowledgeableness for many skills-based courses. This methodrequires experience in on the hoof assessment and systematic recording. Observation of PerformanceThis is often used in the arts such as music and skill assessment such as team and leadership exercises. It needs expert and experienced assessors. AssignmentsThis term spans a vast range of tasks but an example might be individual research assignments say for a group project. A very reusable and increasingly used method, especially in conjunction with homework. May collect library and internet investigations, visits and interviews. How ever it is difficult to manage and assess.ProjectsIncreasingly used in modern education as it is felt that developing your own learning material/methods gives you an ownership of your own learning experience. The assessment methods of the several(a) project components need careful design and clear communication to the students. compose Questions / Exercises with Short, Extended or Multiple-choice Answers Very widely used. Easy to design, mark and assess. Simulations, Business Games Almost guaranteed to produce lively learning sessions. Can teach a number of skills imaginatively and effectively. The better ones contain recyclable directions to practicable methods of assessment. May well be time-consuming. Conferencing / Reviews / AuditThis involves sitting down with learners and reviewing their written work/homework/progress in general. A very useful and beneficial process for teachers and students. Can be used to introduce care, engagement and motivation into the teacher-learne r relationship. Three points to watch when operating it as a method. 1. It can be time consuming as you have to give all students a review session. (If you do not those who are omitted will feel rejected) 2. If you do it in class you must ensure that those not involved have something useful to be getting on with. 3. hold subscriber lines on student performance immediately after the review, not during it. Summative Assessments Summative assessment presents at whether a student has achieved the desired learning goals or met standards. In the classroom, summative assessments usually occur at the end of instruction and document whatstudents have learned. Looking at the grades in a teachers grade book should give an idea of what the key instructional goals or outcomes were for a grading period.These grades most likely represent summative assessments (tests, quizzes, projects, reports, written assignments etc) that tell the teacher whether the student has mastered the skills or learn ed the content. A key aspect of summative assessment is find which level students need to master the content or thinking. Tests that define master content at the level of memorizing events, names and facts are less likely to skeletal frameing students thinking skills than tests that ask students to write about big conflicts or themes that recur over time. Therefore good summative assessments are useful. The assessment must provide you with useful information about student achievement in the course. The assessment must be tied to the learning goals you have and those learning goals must be important. If you assess unimportant or unsubstantial concepts or just use chapter tests without really looking at the items critically in legal injury of whether they reflect your teaching, what have you learned about what your students know? Valid for your purposes, the assessment must measure what it is supposed to measure.For example, if you ask students to describe a map reflecting the ch ange in U.S. borders from 1789-1820, you will need to ensure that the assessment is s nerve centred based on students understanding of the concepts not based on their ability to draw. Sometimes, the way the test is presented (e.g., small print with lots of manifold or confusing directions or too many items) can make it a less valid measure of the content being tested. It may be much a measure of student persistence than a measure of their knowledge of the content. As a teacher, taking a test yourself before giving it to your students will help ensure that the items reflect content you actually taught. It will also help you to decide if there are some aspects of the questions or layout that are content irrelevant, representing extraneous hurdles for students that could be simplified. Reliable, reliability has to do with the extent to which the score you give a student on a particular assessment is influenced by unsystematic factors.These factors are things that can fluctuate from o ne testing or grading accompaniment to the next or from one student to the next in shipway that are unrelated to students actual achievement level (e.g., luck in guessing the right answer, neglect of time to complete the assessment on aparticular day, teacher bias or inconsistency in scoring of essays across students or from one test to the next). Thinking about how to reduce these factors such that the scores given are likely to be the most accurate reflection of students true achievement levels on the task or test should be an on-going process for teachers. Fair. The assessment must give the same chance of success to all students.For example, a large project that is done at home can be biased against low-income students, favouring students whose parents have extra time to help them over those whose parents need to work. In this type of assessment I can participate in forming and marking final examinations, selection type questions (Explanations, Definition and Diagrams), nature type questions (Alternative, Multiple choice, or Compulsory), and dissertation assessments (Reece, I. and Charlton, M. 2007). Whether learning can be called the process of human change and transformation or the acquisition of knowledge and expertise, it invariably entails participation in relationship and community transformation both of the person and of the social world (Packer & Goicoechea, 2000). Summative Assessment Methods currently in use include unobserved Examination in controlled conditions (e.g. 3 questions in 3 hours) Seen exam authorship in controlled conditions (as above, but you know the question(s) in advance)Open Book or Take-Away examMultiple Choice Test in controlled conditions (paper-based)In-class testEssay or Report (e.g. on an individual or group project)PortfolioDissertationPresentation (may be peer-assessed and/or tutor-assessed)Performance (e.g. musical or dramatic)Oral examination (e.g. foreign run-in speaking skills)Attendance interest in lectures and /or seminars/online discussion boards, or group work (may be peer-assessed and/or tutor-assessed) Creation of a clear page learnedness supposition emphasises learning with understanding. This means that teaching approaches should emphasise understanding rather than memorisation and teachers should assess for understanding rather than surface knowledgeand recall of facts. Current learning theory emphasises the importance of earning with understanding (Bransford et al, 2000). Bruner (1915-) supports this with his discovery learning theory. This is an inquiry- based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her past learning experience or and existing knowledge to discover facts and relationships and new truths to be learned.He states that children are better off discovering facts and relationships for themselves. This means that curriculum and teaching approaches should emphasise understanding rather than memori sation, should provide opportunities for in-depth study to allow for firm foundation of knowledge and conceptual instruction and should enhance student abilities to recognise and use meaningful patterns of information. Assessment processes, then, demonstrate deep understanding of concepts rather than surface knowledge and recall of facts. learning gist 3Understand expectations in relation to the minimum core in assessing learners in lifelong learning 3.1 Review ways in which minimum core elements can be demonstrated in assessing learners in lifelong learning. come upon skills have become established as an integral part of the vocational curriculum. They are also becoming an increasingly important part of many academic programmes. There has been a longstanding disturbance in this country with the standards of literacy and numeracy of the population. The 1992 DES discussion paper on syllabus Organization and Classroom Practice in Primary shallows stated that to lam effectively in the 21st Century, our children will need higher standards of literacy and numeracy than ever before (DES, 199211) and led to the introduction of the literacy hour in schools in 1998 and the organization of the teaching assistant role in an attempt to raise the standards of literacy and numeracy. serviceable skills now form a core part of all four of the different qualification routes open to young people such as GCSE/ A Level, Foundation, Diploma and Apprenticeship as well as being a stand-alone qualification in their own right at admission Level, Level 1 and Level 2. The minimum core identifies two requirements situated on teachers running(a) within the sector. The first of these requires teachers to recognise the ways in which low levels ofliteracy, numeracy and ICT skills might constitute a barrier to the learning of their students. This means that within the teaching of their own particular subject peculiarity, teachers should be able to support learners in these areas, which then leads to the second requirement that they themselves should possess a minimum level of personal skills in these areas, currently set at level 2.FIG.3 Functional ElementsIn my practice, I formally and informally assess the learners literacy skill by demonstrating the ability to read, write clearly and improve on their vocabulary during the lesson with their self / peer / group work through talk with, listening to and observing them, and after the lesson through reading and marking learner work, then give a positive feedback as emphasized by Lewis and Wray (2001, P51). For example, during one of the history classes titled important dates with the LO To be able to read and write big numbers in words. Using Q & A, I listened to each learners as they try to call out the number (1910) written on the smart board, and observe their work as they try to write it down in words (one thousand, nine hundred and ten) in their individual notebooks. I checked their work for the spelling, correct placing the comma, before ticking in bowel movement of the sides of each correct work with a red pen to encourage and praise the learners efforts, and commenting positively with well done, good effort feedback (Ellis. 2011). Learners that made mistakes got a dot at the side of the error to help them visualize and fix their work accordingly.FIG.5 STIRRING LEARNING (2013)Diagnostic assessment for learners as required by the national curriculum can be used to identify and improve their minimum core skills, and knowledge through observation and inquiring as they show competency and understanding towards the subject. The proposal for reform in the 14-19 sectors suggest that the teaching and learning of functional skills can be achieved through a number of different approaches ranging from discrete lessons through to fully embedding them within subject delivery. The Excellent Gateway defines embedding as teaching and learning which combines the increase of literacy, linguist ic process and numeracy with vocational and otherskills and suggests that the skills acquired should provide the learners with the confidence, competence and motivation necessary for them to succeed in life, at work and in life. Embedding therefore set abouts to contain the teaching of subject matter and functional skills, taking advantage of naturally occurring circumstances in which the two come together.This type of approach is hush resource intensive but it is expect that in the long term functional skills will remain the responsibility of specialists in this area but will be reinforced in the rest of the curriculum in all the other sessions.(DCSF 20096). The issue was felt to be so important that the LLUK suggested in 2007, that all initial teacher training courses must clothe all the trainees so that they are able to teach their own learning programmes in ways that take account of the language, literacy, numeracy and ICT needs of their learners. They also added that all the teachers need to be confident in working with colleagues to ensure that the development and needs of language, literacy, numeracy and ICT of their learners are met. The three skills of communication, application of number and information engineering science are now normally an integral part of all GNVQ qualifications. Teachers have to demonstrate through assessment and verification how they are including these skills in their assignments for the course.The Dearing Review of 16-19 qualifications (Dearing, 1996) highlighted the importance of students developing these skills on each of the main routes into the National Qualifications Framework. hence QCA in conjunction with the main awarding bodies has developed key skills units from level one to level three which can be incorporated into different courses. Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language, literacy, numeracy and ICT (LLN & I) that are essential to teachers who work in the lifelong learning sector. City and Guilds (20083) Learners particular literacy, language, numeracy and ICT needs can be established through initial assessment, talking to learners, observing them completing activities or using simple self- assessment tests. Recognizing and using a contour of different teaching styles is particularly important to support literacy, language and number skills development. Learners working towards literacy, language, and numeracy goals will benefit from teaching which work to their strengths.The teaching styles which you adopt will have an impact on the type of language skillsyour learners will need to acquire. A didactic approach for example, may require listening and note taking skills predominantly, whereas a more(prenominal) learner centred approach may require higher level reading skills as learners are asked to interpret information for them. Even when we are trying to adapt to individual learning styles, the variety of activi ty used will have an impact on the language skills required within a particular programme of study. The language demands position on learners are a direct result of teacher led mediation of learning. Skills for Life Quality Initiative Training Materials Teachers of all areas of specialization in the lifelong learning sector increasingly work with learners whose literacy, language, numeracy and ICT skills are below Level 2 of the Qualifications and Credit Framework (QCF).Learners difficulties in these areas can be a barrier to achievement of their goals. Teachers and trainee teachers will have high levels of skill in their own area of specialism. They are not expected to be specialist teachers of literacy, language, numeracy or ICT. However, there will be many naturally occurring activities for developing these skills within all areas of learning. The minimum core provides a foundation upon which all teachers can develop their own skills as well as their ability to identify when it is appropriate to work with subject specialists. (Minimum meaning of Teachers Knowledge, Understanding and Personal Skills Pg. 3, LLUK 2007, updated LSIS 2013). Therefore they also need the knowledge and skills to identify opportunities for their learners to develop the increasingly higher levels of skills in literacy, language, numeracy and ICT required when taking other qualifications and in the workplace.Work done by teachers who specialise in teaching literacy, language, numeracy and ICT forms part of the solution, but there is also much that teachers of other areas of specialism can do to ensure the success of their learners. Functional skills are focused on the working skills that allow individuals to engage confidently, effectively and independently in life, further learning and work. The intended added value of functional skills was that they equip people to apply English, ICT and mathematics in practical situations, choosing appropriate skills and techniques to solve prob lems. So functional skills should be integrated into the curriculum and allow learners to apply these skills in real life. The knowledge within the subject has to be linked with the practical skills, helping them to thinkcreatively. Wilson (2009) In the context of the Skills for Life strategy, embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other skills.The skills acquired provide learners with the confidence, competence and motivation necessary for them to progress, gain qualifications and to succeed in life and at work. Individuals at any age who possess these skills will be able to participate and progress in education, training and custom as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work. (National Numeracy, For Everyone for life, 2013) Literacy skills help build the confidence of an individual while reading, writing, speaking and listening. It helps effective communication where information can be passed clearly through either speaking or writing. It helps understand information and act appropriately. It helps to make presentations, write reports, take part in group discussions and analyse ideas and information. It helps present information in a reasonable sequence, in the correct format using correct grammar. I used the question and answer as well as the cerebrate method to assess the literacy skills of my learners.In groups learners also constructed sentences from jumbled up words, make sure that the sentences were grammatically correct. It is important that learners master literacy skills so they can conversation and communicate adequately in a globalised community. I found that some people would struggle in their chosen work as they lack the requisite literacy skills to communicate and be understood. Numeracy skills help to understand various numer ic concepts, and also how to apply them. It helps increase analytical, problem solving and reasoning skills, identify errors and validate results. It helps use numbers and calculations to process data, solve complex problems and helps with logical working, interpretation and comparison of results in various forms like tables, graphs, charts and diagrams. These skills are the institution of an increasingly computerised and scientific world and it is vital that learners are proficient in them.Although my lesson was history I used numeracy skills by asking different dates of major(ip) historical events like the start of the Second World War. Learners were able to state how long the conflict took by subtracting the start date from the end. ICT skills help an individual to confidently useICT systems for various purposes. Individuals can use ICT to interpret information and can also enhance their learning and improve the quality of their work. They can find information from a variety of sources. It also helps with digital or electronic communication, interpretation, storage and retrieval of information. Learners will also use ICT to look for more information regarding their work on the web, and gain ideas from different sources and also be able to compare, review or evaluate their results or ending with the results of the other various sources available, thereby improving their ICT skills. They can also be motivated to use spread sheets to draw tables and graphs, and use word processor to edit the literature.I used an inter dynamic board and a web based presentation to illustrate the use of ICT in my lesson. Most educational research on literature and numeracy development is based on children. Key educational theories tied to child development provide a useful starting point for a description and contrast with some of the available models of adult learning that can be drawn on by vocational and academic tutors. ( Hickely, J. 2013 ) I am going to reflect on the st rategies that can be used to support learners as they develop their literacy skills within an embedded setting. I am also going to use this opportunity to reflect upon the rationale for embedding functional literacy skills into vocational and academic settings.There are a number of theories relating to how language is acquired but in general terms it is accepted that language development is innate but must be developed through exposure to language. In effect this means that language is developed through nature and nurture. Behaviourist learning was made pop by mule driver, (1973) and is based on what can be seen and described. He suggested that children acquire language skills through imitation and livelihood through positive reinforcement by those around them. The main soil for this belief is that children who do not hear language spoken do not speak and that children who are exposed to language acquire language skills gradually. In this instance it is therefore important for the learners to be totally immersed in language skills as they learn. This will help them master literacy skills as they learn other subjects.Learning Outcome 4Be able to evaluate own assessment practiceReview the effectiveness of own assessment practice, taking account of the views of learners As well as assessing the learners, self-evaluation is a mark of professionalism in teaching. Hounsell (200920) calls it an integral part of good professional practice. Self- assessment involves learners taking responsibility for monitor and making judgements about their own learning. This is a process that does always not come easily to all learners as they do not always value or trust their own judgements, or have the necessary skills to make a judgement. As a result self-assessment often requires a strong structure in the initial stages until learners or teachers feel more comfortable with it as a process and have acquired the skills required to make it a worthwhile activity. Just as many o f us, consciously or unconsciously, tend to use those teaching strategies we experienced as learners, so our own experience of being assessed plays a key role in the development of our repertoire as a teacher. (Armitage et al, 2003154) The nature and impact of assessment depends on the uses to which the results of that assessment are put.A system whose main priority is to buzz off information for internal use by teachers on the next move in pupils learning may have different characteristics and effects from one where the drive is to produce a qualification which will provide a grade on which an employer or a university admissions tutor might rely in order to judge the suitability of a candidate for employment or further study. (Mansell et al 20095) Novice teachers often have infixed motives for evaluation. They want to know whether they are doing well or as expected. They might wish to discover their own strengths and weaknesses and compare their performance with that of experien ced colleagues whom they respect Hounsell, (200923). However, once the novice has achieved a desired comfort level with the teaching role, continued self-evaluation guards against complacency and enables on-going improvement and freshness, helping to maintain job satisfaction.Assessment and instruction are often conceived as curiously separate in both time and purpose. The measurement approach to classroom assessment, exemplified by standardized tests and teacher-made emulations of those tests, presents a barrier to the implementation of more constructivist approaches to instruction. ( studyal Researcher, Vol. 29, No. 7, pp. 4) The central ideas of social efficiency and scientific management in the curriculum circle were closely linked, respectively, tohereditarianism theories of individual differences and to associationist and behaviourist learning theories. These psychological theories were, in turn, served by scientific measurement of ability and achievement. For John Franklin B obbitt, a leader in the social efficiency movement, a primary goal of curriculum design was the elimination of waste (1912), and it was wasteful to teach people things they would never use. Bobbitts most telling principle was that each individual should be ameliorate according to his capabilities. These views led to a highly differentiated curriculum and a largely utilitarian one that disdained academic subjects for any but college propaedeutic students. Alongside these curriculum theories, Edward Thomdikes (1922) associationism and the behaviourism of Hull (1943), Skinner (1938, 1954) and Gagne (1965) conceived of learning as the accumulation of stimulus-response associations. (educational Researcher, Vol. 29, No. 7, pp. 5) Thorndike was both the originator of associationist learning theory and the father of scientific measurement.The cognitive revolution reintroduced the concept of mind. In contrast to past, mechanistic theories of knowledge acquisition, we now understand that l earning is an active process of mental construction and sense making. From cognitive theory we have also learned that existing knowledge structures and beliefs work to enable or impede new learning, that intelligent thought involves self-monitoring and awareness about when and how to use skills, and that expertise develops in a field of study as a principled and coherent way of thinking and representing problems, not just as an accumulation of information. (Educational Researcher, Vol. 29, No. 7, pp. 5) In my experience I have found out that the data you collect for yourself can be formative and off looking, whereas other available feedback data tends to be more summative and cacuminal looking. Extrinsic motivations for evaluation cannot be ignored.There may be requirements affiliated with your formal status as to probation and tenure, monitoring by external bodies such as the Quality Assurance Agency, and you may wish to seek personal recognition of your teaching expertise throu gh dodges such as that of the Higher Education Academy. In the context of my own teaching practice I would begin initial assessment within the classroom using an ice breaker. This not only allows the group to get to know each other, but also identifies participants existing knowledge or skills and gives furtherindications of favorite(a) learning styles and tendencies. Based on the key questions within the CIF (The Common direction Framework used by Ofsted and the Adult Learning Inspectorate (ALI) as the basis for inspecting post-16 education and training focuses on the learner and learning. is How well do learners learn, progress and ultimately achieve ?(Jones 200520)Alternatively other forms of assessment such as questions and answers or a quiz could be used. This gives a good starting point for work on students Individual Learning Plan (ILP) which will constantly evolve with the use of feedback and communication between student and tutor giving a clear picture of progress a and rewrite goals. I would endeavour to use all of the above assessment activities particularly focusing on those that provide an active learning experience, where learning is more enjoyable, better understood and recalled more effectively, teaching by doing. All activities would be supported by hand outs given at the start of the session. Assessment makes teaching effective teaching.Mere presentation, without assessment of what the learners have made of what you have offered themis not teaching. So assessment is not a discrete process, but integral to every stage of teaching. So, that at the end, learning is believed, with evidence to have taken place (Jones 2005) In conclusion recording provides the platform from which teachers can base their reporting to others and is a mechanism for evaluating learning and teaching. A thick account of teaching and learning aims as in a scheme of work. This usually follows the curriculum and is a brief indication of the teaching methodsREFERENCES( 1) Wilson 2009, Synthesising locomote and Cognition in Teaching and Learning, Social Psychology of Education an international Journal 12 (2) (2) Shepard, L.A, The bureau of Assessment in a Learning Culture, Educational Researcher, Vol. 29, No. 7, pp. 4-14 (3) Segers et al 2003, the role of scaffolding and motivation in CSCL, Computers & Education, November 2012 (4) Reece, I. Walker, S. 2007, Teaching, Training and Learning A Practical Guide, 6th Edition. Sunderland Business Education Publishers Ltd (5) National Numeracy, For Everyone for life, 2013(6) Edward-Gray, D, Griffin, C, Nasta, T. 2000, Training to Teach in Further and Adult Education, Nelson Thornes. (7) Burhuss Fredrick, Skinner, 1976, nearly Behaviorism, Vintage Books Edition (8) Julia Hickely, 2013, Literacy for QTLS Achieving the Minimum Core, Routledge (9) Bransford et al 2000, How People Learn Brain, Mind, Experience, and School Expanded Edition, Brain matter (10) Packer & Goicoechea, 2000, Sociocultural and Const ructivist Theories of Learn.pdf (11) Hounsell, D. Enhancing Teaching & Learning in Higher Education, NU2010, Dialog for Lrande, University of Stockholm, 13-15 October 2010 (12) Barnet College, Assessment Policy, www.barnetsouthgate.ac.uk/ (13) Inclusive learning approaches for literacy, language, numeracy and ICT, Companion guide to the minimum core, November 2007 (14) Minimum core of teachers knowledge, understanding and personal skills, LLUK 2007, updated LSIS 2013 (15) Hampshire Learning Policy and Procedures for Assessment and Internal Verification, 2012 (16) Bruner, J.S. On Knowing Essays for the leave hand. Cambridge, Mass Havard University Press, 1967 (17) www.llantarnamschool.net/(18) Armitage, A. et al ,2003, Teaching and Training in Post-Compulsory Education, 2nd Edition, OUP (19) Gould, J and Roffe-Barentsen, J. 2014. Achieving your Diploma in Education and Training, SAGE (20) Mansell et al., 2009, Nfer, Evidence for Excellence in Education, and Assessment Reform Group. Assessment in Schools Fit for Purpose? A Commentary by the Teaching and Learning Research Programme. London Teaching and Learning Research Programme online. Available www.tlrp.org/pub/documents/assessment.pdf18 September 2014. (21) Jones C. A. (Dr) 2005 13-25), Assessment for learning, Published by the Learning and Skills Development Agency. www.LSDA.org.uk (22) AQA. 201223. GCSE Specification, Mathematics For exams June 2014 onwards for security June 2014 onwards, A (3 units, terminally assessed) 4 3 6 0 (23) Barnett. C. A 2012 How to create assessment opportunities that meet the need of learner H34. Cited in SCCD pass off Notes 2012 Developing antitheticiation and Lesson Panning skills. Teaching and Learning Styles Lesson Plans (24) Coffield, F, Moseley, D.,Hall, E., & Ecclest Celestine 2004). Learning styles and pedagogy in post-16 learning A systematic and critical review. (25) Ellis, V. (2011 1-34), Learning and Teaching in Secondary Schools, 4thEdition.115. (26) Gravels, A (201296-112). (2nd Edn) Passing PTLLS Assessments Chapter 10, 11, 12 Sage Publications, UK.BIBLIOGRAPH 1) Bagnall, G. et al (2004) the effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice. 2) Biggs J. Teaching for quality learning at university. Buckingham Open University Press, 1999 3) Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I The Cognitive Domain. New York David McKay Co Inc. 4) Brown, S., Rust, C., Gibbs, G. (1994) Strategies for Diversifying Assessment Oxford perfume for Staff Development, UK 5) Hatfield, Susan. (1992) Department Level Assessment Promoting Continuous Improvement 6) Nightingale, P., Te Wiata, I.T., Toohey, S., Ryan, G., Hughes, C., Magin, D. (1996) Assessing Learning in Universities Professional Development Centre, University of New South Wales, Australia. 7) Shepherd, Lorrie, (2000) the Role of Assessment in a Learning Culture, Educational Researcher, Vol. 29, No. 7 , (Oct., 2000), American Educational Research Association Educational Researcher, Vol. 29, No. 7 8) Tummons J, (2007) fit a Professional Tutor in the Lifelong Learning vault of heaven Learning Matters, Exeter. 9) University of Hull, (2014), The UK Professional Standards Framework for teaching and supporting learning in higher education.pdfWEBSITES Assessment, Recording & Reporting for Learning http//www.charterhousesquareschool.co.uk/assessment-recording-reportingfor learning.html ASSESSMENT, RECORDING AND REPORTING insurance (2012) http//www.qehbristol.co.uk/media/PDFs/Policies/assessment%20policy %20juniors%20-%20dec%202012.pdf Assessing learners in lifelong learning http//qualifications.vtct.org.uk/ unit pdf/UV40815.pdf Difference between Assessment and Evaluation? http//Uk.ask.com/ question/difference-between-assessment-and-evaluation Engage in assessment Different ways to assess your students http//www.reading.ac.uk/engageinassessment/different-ways-toassess/ Formative Teac hing Methods http//geoffpetty.com/wp-content uploads/2012/12/FormativeTeachingMethods2.doc How to create assessmentopportunities that meet the need of learner H3 http//charlottepttls.blogspot.co.uk/2012/04/how-to-createassessment- opportunities. htmlScheme of Assessment http// filestore.aqa.org.uk/subjects/AQA-4365-W-SP-14.PDF The Data Protection make 2003- httl.www.regulatorylaw.co.uk/data protection.html