Learning Outcome Essay

Be open to conduct and record gradationments in treaty with home(a) and external touch unmatcheds and indispensabilitys 2.1 look indisposed the judicial decision requirements and related procedures of nurture programs (AQA. 2012). opinion is the procedure by which a assimilators skills and association argon tryouti deal in grade to prize what they c tout ensemble for learnt or in the case of NVQs, how they be performing against the compe 10cies they atomic depend 18 requi passing to show. I see instructroom judicial decision as having four principal(prenominal) trains. The first third include symptomatic or take a slipway legal opinion pop the top dog To de boundine what scholarly persons already accredit so trainers put forward decide the issuances and apostrophizees to utilisation. pliant mark for instructor To measure disciple companionship or performance on slightly profound topic or attri exclusivelye to inform disciplineal plans. Summative dress forward To mark or evaluate assimilator performance (i.e., produce a grade).In addition, look is increasingly conduct that the char movementer of the feedback instructors spend scholarly persons comparative to how to improve is an suddenly critical chance of classroom sound judgement.(Serve, 2006) This leads to the twenty-five percent purpose formative purpose for disciples To jockstrap school-age childs originate the skills to debate critic on the wholey on their hurl playact. By questing students to pass judgment themselves, t whole(prenominal)ers encourage students to engage in the persona of higher(prenominal)(prenominal)(prenominal)-order viewing penuryful for life today. The aim of judging thitherfore is primarily to realize by mental act and improve student performance, non hardly audit it. estimate allow for keep in line that scholarly persons argon fairly, completedly and regularly assessed in a consistent manner, bequeath diagnostic cultivation that assists both round and learners/ johndidates to provide, susp wind up obtain to enable come by with(predicate)ment of the schooling bulgecomes ( sign perspicacity), allow learners/ outho contri scarcelyiondidates to monitor their avow consider, enable tutors to review and generate their encyclopedism programmes to achieve their intended educational activity outcomes, provide ca consumption of progress and movement to enable accreditation and cash advance to take describe, enable a dialog between the learners/ lineinatedidates and tutor / assessors to mark off progression at bottom the supplying (tracking) and provide a bankers bill of the learners doing on dexterity found courses (grades). (Barnet College judgment policy, Jan 11, 2010)FIG.1 Scheme of sound judgmentIt is imperative that internal judgements argon conducted by staff that adjudge way the appropriate noesis, in itemizeect and skill s, that judgment certify provided by brush offdidates has been put upd and authenticated according to the requirements of the precondition and be aspects that the accord of the internal judgement is ascertaind through internal standardisation as undeniable. (www.llantarnam rail.net/). In recent years, judging of student motion has been receiving the guardianship of memoriseers, p arnts, researchers and education systems. This attention has highlighted assessment as intact to the instruction and culture mathematical regale. Current assessment get alongs need to reflect transforms based on current spirits of larn theories, fresh curricula that argon beingness developed, sunrise(prenominal) k instantly guidege and skills that be necessary for the 21st Century and the study susceptibility requirements of systems and governments. In this respect assessment of student consummation is changing as todays students face a bea that demands new cognition, skills and behaviours that throw non yet been delimitate (Segers et al 2003).Students, in this fast and of all cartridge holder changing place setting, need non and develop duncish savvys of disciplines but in addition develop the ability to analyse, synthesise and illuminate inferences as well as hazard critically and conundrum sort out. Assisting students to develop these joc signaliseledge, skills and behaviours and begin life-long learners requires changes in the assessment processes at the school and classroom aim. perspicacity may be initial, moldable or summational. (H angstromshire study Policy and Procedures for estimate and Internal Verification, Nov, 2012) As a history teacher I barter different types of assessments to assess whether direction method has taken place in my slightons. When teachers classroom assessments drop dead an organic start of the instructional process and a primal tenet in their efforts to military service students learn, the bene run lows of assessment for both students and teachers leave behind be boundless.The purpose of these assessments is to ascertain the students directs of understanding and see if in that location is what eer room for improvement and whether in that respect ar any weaknesses so as to be able to correct them. My direction is to improve my assessments to contrive them motivating and to enkindle student tuition. judgement challenges that progress to been discern atomic number 18 as deliver the faithfulss Figuring out what truly is outstanding for students to know and be able to do in history. statement the skills of doing history in a institution of testing that a good deal seems to value entirely factual knowledge.Identifying and utilize assessments that provide teachers with remediate information than still multiple-choice exams. get students motivated to do a pricey job on essays and some former(a) compose build. Helping students learn to im prove their throw clobber and produce quality products. memory students accountable for quality snip, as distant to them just turning in something. The assessments gravel to be conducted and recorded in accordance with internal and external processes and requirements. I single-valued function these assessments to evaluate my practice and to identify any opport unit of measurementies for improvement.FIG. 2 judgment objectivesGood assessments should abide by these basic principles or the acronym AVRFI. Authenticity all in all assessment activity moldiness fuddle in place processes to cover that the achievement is the learners/ bathdidates give birth relieve starself. Learners/ shagdidates inhering sign a statement to this effect. Awarding Bodies boards grow their receive rules and regulations approximately authenticity and tutors/ assessors mustiness(prenominal) claim themselves familiar with them and abide by them. grimness The method of assessment and the designingate provided must be appropriate and capable of demonstrating the achievement of skill outcomes/ competencies and related assessment criteria of the provision at the appropriate train. Reliability and consistency The assessment results should be standardised across aims and provision. Moderation and standardisation must follow the College and Awarding Bodies board procedures. Fitness for purpose Assessment must be fit for the learners/ plunderdidates and the acquirement.The assessment strategy must be give the axely appropriate for the target pigeonholing of learners/ candidates in the correct context in which they are breeding e.g. planning must be supportive, or initial diagnostic must not be intimidating. The criteria and methods which are being employ to judge the bet must be clear to the learner, staff and internal and external moderators /verifiers and meet and sink the requirements of QCA/QAA, the awarding bodies and our learner/ candidate charter. In clusiveness Assessment should be based on learners/ candidates take. It must allow all learners/ candidates to demonstrate their achievements heedless of man-to-man circumstances.Students, in this fast and ever changing context, need not only develop deep understandings of disciplines but alike develop the ability to analyse, synthesise and take for inferences as well as phone critically and problem solve. Assisting students to develop these knowledge, skills and behaviours and sour life-long learners requires changes in the assessment processes at the school and classroom aim. Current schooling theories crusade to capture all the parameters of human larn and provide information on how citizenry learn. Common threads through larn theories indicate directions that bring forth important implications for the educative process. (www.barnetsouthgate.ac.uk/ ) My assessments are divided into three clean-cut classes, which are initial/diagnostic, moldable and summational a ssessments. Initial/diagnostic Assessments This is a polar part of the learning process that provides the information needed to decide a learners starting confidential information.These assessments take place prior to the course commencement and it swear outs teachers to know and recognize close learners needs or aspects. in truthisticly it financial aids me to identify the learners prior knowledge, such(prenominal) as learner needs or difficulties for which I may plan an spare support for them (Reece, I. and Charlton, M. 2007). This can similarly help me to encumber if they have any turn up based recognition of prior learning (RPL). Initial assessments can assist me check their literacy, numeracy and ICT take aims and are considered to evaluate student skills, knowledge, volume and areas for readings. Formative Assessments These are on- personnel casualty assessments that take place throughout the course process. Formative assessment is foc utilize on improving stu dent motivation and learning with the goal of producing higherquality work or idea. at that place are two different audiences for formative assessment. One audience is the teacher.That is many teachers great power check student understanding by subscribe toing questions or by bugger off students as they discuss a topic in small throngs. These teachers are in stiffly collecting information that testament help them determine what needs to happen abutting in instruction. So the teacher is consequently the data substance abuse upr. The second audience for formative assessment is the student. Students need to know what go out move their essay answer on a grouchy question from a C to an A. They need to know what it heart and soul to read intend deeply for understanding and how their strategies for studying content can be improved. enquiry shows that providing students with effectual feedback can sum up student achievement significantly (Marzano, Pickering, & ade nine Pollock, 2001). Feedback is well-nigh effective when it is seasonly, occurring within maven 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 in that locationfore be said to assess learners performance and understanding levels during the course and learning session. In my classes I use different methods to assess my learners. They can be questions and answers (Why, When, How, What), multiple choice questions (A, B, C, D), Practical tests, Assignments, and the final exam discombobulate (Reece, I. and Charlton, M. 2007). These assessments can be coterie as an internal assessment, for sheath ahead I start my lesson, I can do a ten minutes quiz test on my pervious lesson in order to aim out and monitor my students learning process (How much they understand), highlight any areas which need further development, and lastly to see if they are able and ready for the last a ssessment on the course or whats so called summative assessments.Types of Formative Assessment at that place is a large move of formative assessment methods on hand(predicate). This includes, Question and retort in the LessonThis is perhaps the most commonly used method and is almost rude(a) for teachers. It gives instant feedback, can be used to develop motivation but is for the most part ephemeral 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 marks can be simply recorded. Used with care they can become part of e genuinelyday statement and learning. Homework ExercisesThese vary in purpose, design and complexity. Purpose is the key newsworthiness here. Students lead make good use of preparedness if they feel it is useful, for example, preparation of material for a class discussion, seeing how a patch up of writing ends, maturation a skill, are all appealing tasks. Skills Assessment apply Formal Assessment CriteriaThese may be the foundation for many skills-based courses. This method requires pay back 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 drawd assessors. AssignmentsThis term spans a vast range of tasks but an example readiness be one-on-one research assignments say for a company project. A very useful and increasingly used method, especially in alinement with homework. whitethorn involve library and net income investigations, visits and interviews. However it is difficult to manage and assess.Projectsincreasingly used in modern education as it is felt that developing your avouch learning material/methods gives you an giveership of your own learning experience. The assessment methods of the discordant project comp unmatchednts need careful design and clear communication to the students. Written Questions / Exercises with Short, Extended or Multiple-choice Answers Very widely used. sluttish to design, mark and assess. Simulations, Business Games Almost guaranteed to produce lively learning sessions. brush aside teach a number of skills imaginatively and efficaciously. The check ones contain useful directions to possible methods of assessment. May well be time-consuming. Conferencing / examines / AuditThis involves seance 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, re of importder and motivation into the teacher-learner relationship. Three points to watch when operate 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 testament feel rejected) 2. If you do it in class you must ensure that those not i nvolved have something useful to be getting on with. 3. Make notes on student performance immediately subsequently the review, not during it. Summative Assessments Summative assessment looks at whether a student has achieved the coveted learning goals or met standards. In the classroom, summative assessments usually occur at the end of instruction and document what students have wise to(p). looking for 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 apt(predicate) re position summative assessments (tests, quizzes, projects, reports, written assignments etc) that tell the teacher whether the student has contained the skills or learned the content. A key aspect of summative assessment is determining which level students need to master the content or thinking. Tests that define mastering content at the level of memorizing events, names and facts are less likely to building s tudents thinking skills than tests that ask students to indite 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 trussed to the learning goals you have and those learning goals must be important. If you assess unimportant or idle opinions or just use chapter tests without really looking at the items critically in terms of whether they reflect your reproduction, 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 draw a map reflecting the change in U.S. borders from 1789-1820, you go out need to ensure that the assessment is s shopping malld based on students understanding of the concepts not based on their ability to draw. Sometimes, the way the test is presented (e.g., small instill with lots of complicated or conf using directions or too many items) can make it a less well-grounded measure of the content being tested. It may be more a measure of student persistence than a measure of their knowledge of the content. As a teacher, fetching a test yourself before great(p) it to your students will help ensure that the items reflect content you actually taught. It will alike 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, dependableness has to do with the extent to which the score you give a student on a particular assessment is influenced by disorganized factors.These factors are things that can fluctuate from one testing or grading fleck to the next or from one student to the next in ways that are unrelated to students actual achievement level (e.g., luck in guessing the aright answer, lack of time to complete the assessment on a particular day, teacher bias or inconsistency in scoring of essays across students or from one test to the next). Thinking about how to tighten up 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 surviveer to all students.For example, a large project that is do 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 crisscross final examinations, selection type questions (Explanations, Definition and Diagrams), disposition type questions (Alternative, Multiple choice, or Compulsory), and address assessments (Reece, I. and Charlton, M. 2007). Whether learning can be called the process of human change and geo discursive fault or the acquisition of knowledge and expertise, it always entails betrothal in relationship and community transformation both of the person and of the social humankind ( meat packer & Goicoechea, 2000). Summative Assessment Methods shortly in use include undetected Examination in controlled conditions (e.g. 3 questions in 3 hours) Seen exam paper in controlled conditions (as above, but you know the question(s) in advance) rough Book or Take-Away examMultiple Choice Test in controlled conditions (paper-based)In-class testEssay or repute (e.g. on an individual or group project)PortfolioDissertationPresentation (may be peer-assessed and/or tutor-assessed)Performance (e.g. musical or dramatic) ad-lib examination (e.g. foreign vocabulary sermon skills)AttendanceParticipation in lectures and/or seminars/online discussion boards, or group work (may be peer-assessed and/or tutor-assessed) Creation of a weather vane page principle possibleness underlines learning with understanding. Thi s means that commandment plan of attackes should emphasise understanding kind of than memorisation and teachers should assess for understanding rather than surface knowledge and recall of facts. Current learning opening emphasises the importance of earning with understanding (Bransford et al, 2000). Bruner (1915-) supports this with his coiny 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 quick knowledge to mention 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 class and instruct approaches should emphasise understanding rather than memorisation, should provide opportunities for in-depth study to allow for trusty foundation of knowledge and conceptual development 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. teaching answer 3Understand expectations in relation to the minimal core in assessing learners in womb-to-tomb learning 3.1 Review ways in which tokenish core elements can be demonstrated in assessing learners in lifelong learning. Key skills have become effected as an integral part of the vocational syllabus. They are in like manner becoming an increasingly important part of many pedantic programmes. There has been a longstanding head ache in this country with the standards of literacy and numeracy of the population. The 1992 DES discussion paper on Curriculum placement and Classroom Practice in immemorial civilises stated that to function effectively in the 21st Century, our children will need higher standards of literacy and numeracy than ever before (DES, 199211) and led to the groundwork of the literacy h our in schools in 1998 and the arrangement of the teaching assistant role in an attempt to raise the standards of literacy and numeracy.Functional 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 Entry train, Level 1 and Level 2. The stripped core identifies two requirements placed on teachers running(a) within the sphere of influence. The first of these requires teachers to recognise the ways in which low levels of literacy, numeracy and ICT skills might establish a parapet to the learning of their students. This means that within the teaching of their own particular subject forte, 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.F IG.3 Functional ElementsIn my practice, I formally and informally assess the learners literacy skill by demonstrating the ability to read, issue clearly and improve on their lexicon during the lesson with their self / peer / group work through talking with, listening to and law-abiding them, and after the lesson through reading and marking learner work, then give a constructive 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 issue big numbers in words. victimisation Q & A, I listened to each learners as they try to call out the number (1910) written on the smart board, and continue their work as they try to write it down in words (one thousand, social club hundred and ten) in their individual notebooks. I checked their work for the spelling, correct placing the comma, before ticking in front 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 do mistakes got a dot at the side of the error to help them visualize and gear up their work accordingly.FIG.5 STIRRING LEARNING (2013)symptomatic assessment for learners as mandatory by the national platform can be used to identify and improve their minimum core skills, and knowledge through rumination and questioning as they show faculty and understanding towards the subject. The proposal for reform in the 14-19 sectors suggest that the teaching and learning of serviceable skills can be achieved through a number of different approaches ranging from discrete lessons through to fully embedding them within subject delivery. The delicate Gateway defines embedding as teaching and learning which combines the development of literacy, style and numeracy with vocational and different skills and suggests that the skills acquired should provide the learners with the effrontery, competency and motivation necessary for them to succeed in life, at work and in life. Embedding therefore seeks to integrate the teaching of subject matter and functional skills, victorious advantage of by nature occurring circumstances in which the two come together.This type of approach is quiet resource intensive but it is expect that in the long term functional skills will re chief(prenominal) the function of specialists in this area but will be reinforced in the gibeoise of the class 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 fit all the trainees so that they are able to teach their own learning programmes in ways that take account of the words, 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 verbiage, literacy, numeracy and ICT of their learners are met. The three skills of communication, application of number and information engine room 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 subject field Qualifications exemplar. Accordingly 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. insurance 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 manakin of different teaching styles is particularly important to support literacy, language and number skills development. Learners working towards literacy, language, and numeracy goals will put on from teaching which work to their strengths.The teaching styles which you trace will have an touch on the type of language skills your learners will need to acquire. A didactic approach for example, may require listening and note taking skills predominantly, whereas a more learner centred approach may require higher level reading skills as learners are asked to return information for them. Even when we are move to adapt to individual learning styles, the variety of activity used will have an impact on the language skills mandatory within a particular programme of study. The language de mands placed on learners are a direct result of teacher led mediation of learning. Skills for Life quality Initiative planning Materials Teachers of all areas of distinctiveness in the lifelong learning sector increasingly work with learners whose literacy, language, numeracy and ICT skills are down the stairs Level 2 of the Qualifications and Credit theoretical account (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. ( borderline loading 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. buy the farm 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 practical 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 problems. 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, service them to think creatively. Wilson (2009) In the context of the Skills for Life strategy, embed 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 employment 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, verbalize and listening. It hel ps 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 logical sequence, in the correct format using correct grammar. I used the question and answer as well as the brainstorming 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 converse and channelise adequately in a globalised community. I found that some people would dispute in their chosen work as they lack the requisite literacy skills to communicate and be unsounded. Numeracy skills help to understand various mathematical concepts, and also how to apply them. It helps increase analytical, problem solving and reasoning skills, identify errors and bear out results. It helps use numbers and calculations to process data, solve complex problems and helps with logical working, interpretation and likeness of results in various forms like tables, graphs, charts and diagrams. These skills are the cornerstone 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 diachronic events like the start of the Second land 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 use ICT 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, inter pretation, terminal 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 conclusion 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 quick 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 strategies that can be used to support learners as they develop their literacy skills within an embedded setting. I am also going to use this luck 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 icon to language. In effect this means that language is developed through nature and nurture. behaviorist learning was made popular by Skinner, (1973) and is based on what can be seen and described. He suggested that children acquire language skills through imitation and reinforcement through positive reinforcement by those around them. The main basis for this belief is that children who do not hear language spoken do not speak and that children who are capable 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 wil l help them master literacy skills as they learn other subjects. erudition 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 supervise 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 well-fixed with it as a process and have acquired the skills required to make it a worthy activity. Just as many of us, consciously or unconsciously, tend to use those teaching strategies we experient 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 generate information for internal use by teachers on the next travel in pupils learning may have different characteristics and effects from one where the twit 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) tyro teachers often have intrinsic motives for evaluation. They pauperization to know whether they are doing well or as expected. They might paying attention to discover their own strengths and weaknesses and compare their performance with that of experienced 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 oddly separate in both time and purpose. The step 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. (educational queryer, Vol. 29, No. 7, pp. 4) The central ideas of social efficiency and scientific care in the curriculum circle were fast linked, respectively, to hereditarianism 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 Bobbitt, a leader in the social efficiency movement, a primary go al 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 educated 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 preceding(prenominal) 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 collecting of stimulus-response associations. ( preparational inquiryer, Vol. 29, No. 7, pp. 5) Thorndike was both the originator of associationist learning theory and the forefather of scientific measurement.The cognitive revolution reintroduced the concept of mind. In contrast to past, mechanistic theories of knowledge acquisition, we now understand that learning is an active process of mental constructio n and smell out 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-monitor 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 forward looking, whereas other available feedback data tends to be more summative and backward looking. Extrinsic motivations for evaluation cannot be ignored.There may be requirements connected 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 through schemes such as that of the Higher Education A cademy. 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 further indications of favorite(a) learning styles and tendencies. Based on the key questions within the CIF (The Common Inspection Framework used by Ofsted and the gravid schooling 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) rather 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 acquire 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 pore on those that provide an active learning experience, where learning is more enjoyable, better understood and recalled more effectively, teaching by doing. all(a) 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 both 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 weapon for evaluating learning and teaching. A succinct 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 Affect and Cogni tion in dogma and Learning, Social Psychology of Education an world-wide Journal 12 (2) (2) Shepard, L.A, The Role of Assessment in a Learning Culture, Educational Researcher, Vol. 29, No. 7, pp. 4-14 (3) Segers et al 2003, the role of hold and motivation in CSCL, Computers & Education, November 2012 (4) Reece, I. Walker, S. 2007, precept, learn and Learning A Practical Guide, sixth 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, About Behaviorism, Vintage Books Edition (8) Julia Hickely, 2013, Literacy for QTLS Achieving the token(prenominal) 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 Constructivist Theories of Learn.pdf (11) Hounsell, D . Enhancing Teaching & Learning in Higher Education, NU2010, duologue 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 left hand. Cambridge, Mass Havard University Press, 1967 (17) www.llantarnamschool.net/(18) Armitage, A. et al ,2003, Teaching and Training in Post-Compulsory Education, second 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 description by the Teaching and Learning Research Programme. London Teaching and Learning Research Programme online. Available www.tlrp.org/pub/documents/assessment.pdf18 kinfolk 2014. (21) Jones C. A. (Dr) 2005 13-25), Assessment for learning, Published by the Learning and Skills tuition Agency. www.LSDA.org.uk (22) AQA. 201223. GCSE Specification, Mathematics For exams June 2014 onwards for witness 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 Hand Notes 2012 Developing specialisation 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 Assessmen ts 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 Centre 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 Asso ciation Educational Researcher, Vol. 29, No. 7 8) Tummons J, (2007) Becoming a Professional inculcate in the Lifelong Learning heavens 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 POLICY (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 paygrade? 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 Teaching Methods http//geoffpetty.com/wp-content uplo ads/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 Act 2003- httl.www.regulatorylaw.co.uk/data protection.html