Enabling Learning and Assessment Essay

1. The purposes of estimateAssessment is the process of evaluating an idiosyncratics discipline. It involves generating and collecting evidence of a savants attainment of cognition and skills and judging that evidence against defined baulkards.Tummons suggested thatWith sound judgment we nooky* Find stunned if encyclopaedism has taken place* Diagnose learners c each(prenominal) for* Provide public acknowledgment and affidavit of reading* Allow processes of selection to be carried break through* Provide room to quantify nurture programmes* Motivate and encourage learners.Tummons (20095) indite justification of appraisal methodsI adopt chosen to do Holding and organizeing in the pr adept and exactly(a) position, I would do this by occupyting the SUT in the tramline formation. This is where they allowing estimate off in pairs, so all the No.1s on integrity placement of the room whilst all the No.2s be on the separate side of the room. I streakament get the No.1s to conduct the practice when I nominate the word of attend. The No.1s entrust be ensuring they adopt the prone position correctly, press release with the 9 gravestone advert founder list and taking goal on the target. Whilst this is happening the No.2s go away be observing end-to-end tone for both mistakes. at a fourth dimension the No.1s do completed the application I let go down the line communicate the No.2s if they rewardd some(prenominal) mistakes. By doing this I am getting the SUT to go out out colleague appraisal on the progress of his/hers bore on the subdivision establishment as this potful contract and motivate bookman.The student will as intumesce take a shit their own self legal opinion this is where the students atomic number 18 pass judgmenting their own progressthroughout the lesson. These methods encourage the SUT to make decisions slightly what has been learnt so far, and to reflect on aspects for further setment. Once the No.1s have completed the drill, the equal process will happen with the No.2s and the No.1s supposeing and observing for every mistakes. Whilst all this is going on I will be looking for each mistakes as I watch from one end of the tramline formation, this is called tutor estimate and toilet uphold hurl feed cover version to the student to guide them on their strength and areas of move upment. This is in like manner known as formative judging so it heap provide for me a continuous source of information most the students progress, remediatement and problems encountered in the discipline process, so I together we stop develop their confidence and competence on the appliance system.2. Practical estimationa) AimThe aim of a hardheaded appraisal in a classroom environment is to determine that when use a weapon system that the necessary mea for receiveds and safety precaution is carried out correctly and sufficiently. It is my aim to make sure that the SUT carry out the drills correctly, if however citizenry are struggling to aline to the natural drills then its up to me the get a lineer to change my approach to the one-on-one learning style.b) Reason for selecting practical learning mindWe use practical sound judgment in the army especially when command a extra effect like aptitude at gird to uphold us as a teacher to assure that the SUT have belowstood the correct handling of the weapon. Its not only a confirmation for the teacher only a confirmation for the individualist that he/she has took on board the new skill and friendship they have been taught in the lesson. During the lesson, when I have demonstrated a new drill, the SUT are involve to imitate the drill whilst I explain and demonstrate it, taking it footfall by step. Once I am happy that the SUT have grasped the new drill, a confirmation is make to ensure that the SUT understands the newweapon drill.This will be through when I maintain the word of command a nd the SUT carrying out the drill without any help or guidance as I watch and observes for any mistakes that the SUT may do. In order for the SUT to use clean-living or live ammunition on vocalise or on the ranges, they are required to pass a Weapon discourse canvas (WHT) which is a critical practical judgment as it is part of their summative campaign and needs to be do twice a year. I will give a number of instructions which the SUT must complete correctly and confidently in order to pass. There is no beat limit and they are allowed one mistake on each stand for of the test.This estimation is to show that he/she has the friendship and skill to handle the weapon with blank or live ammunition with confidence. For assessment of practical activities, the potential barriers should be considered and sightly adjustments developed that meet the needs of the individual learner. Many of the adjustments for a practical assessment are akin to those of a write assessment. We mu st however be sensitive of the learners/individual learning styles as this will vary across each lesson we teach. If we look at Fleming understanding of learning styles which he used the terminology of VARK, he verbalise that wad can be sort out into four styles of learning* Visual Seeing.* aural Listening and talking.* Read/Write interpreting and writing.* Kinaesthetic Doing.(Gravells 201240)The SUT will come under one or more(prenominal) of these learning styles and as I have run throughn it in the past whilst teaching, I have to fit as a teacher to take for to their preferred learning style which meat I have to devise and go wrong down my lesson to ensure all SUT get the full benefit of what is being taught to them. march Crowley of the IFL statedOften new teachers teach as they were taught, then perhaps as they would liketo have been taught, and finally they witness different ways and a wider spectrum of teaching and learning approaches are needed and available. (Gravells 201240)A statement in which I entertain upon as my thought process was similar exclusively when teaching SUT its taught me to adapt my teaching skills to benefit the individuals so they can get the best outcome during the lesson.c) aim of the practical assessmentThe SUT will be assessed throughout the lesson and this can be wear thine in many ways as it is classroom based, this will be an escaped assessment. As the SUT reacts to the word of command for example For inspection port arms they are to carry out the necessary drill in which I will observe for mistakes. Observation is a trusty way to assess the skills, knowledge and attitudes of the SUT. When observing, it enables me to see how well the SUT are doing, letting them make mistakes as long as it is safe, especially when transaction with a weapon so they can learn from their own mistakes. Once the drill is complete I can petition each individual if they made any mistakes and give them self assessment, otherwis e I can give negative or positive feedback to the SUT. Observation is groovy within our dressing establishment as it assess the SUT competence, skills and attitudes when dealing with a weapon and the ceremonial can follow on with a pass to check the knowledge and understanding.SUT home go bad can be assessed in two other ways and they are called peer assessment and self assessment. For the teacher to see this happen, the students will pair up and perish as a team. Whilst one SUT does the drill on the weapon whilst the other participator watches for mistakes, this is called peer assessment, but at the verbalise(prenominal) time SUT who is carrying out the drill can self assess as he/she goes along. If the student was to carry out the Load, Ready, slip drill, their cooperator can look in for any mistakes and as the teacher conducts the perceiver from each team if there were any mistakes, this can be useful to develop and motivate the SUT. Peer assessments can be affective as SUT feedback is prone skilfully, but other students may think more approximately what their peers have said than astir(predicate) what the instructor have said.3. oppugn assessmenta) AimThe aim of a question assessment is for the instructor to see if the SUT can demonstrate knowledge and understanding of the subject being taught to them. It similarly helps when asking a question to the SUT that they have to think about(predicate) their dissolving agent. b) Conduct of a Question assessmentDuring each lesson throughout the army, as an instructor we will always ask the SUT questions of the particular topic that we have been learning about ahead moving on to the next topic or next give of the lesson. This is formal or informal assessment and is used to assess cognitive great power which can be used whenever the instructor wants to assess the knowledge and understanding of SUT. When vainglorious a lesson on Skill at Arms, Different combat position. The instructor will al ways give an explanation of why we do it and when to incorporate the positions for example, on the ranges or when we are on operational tour, followed by a demonstration. As the instructor has given the explanation and demonstration, we will go through the demonstration again whilst the SUT imitate you as you take them through step by step.Whilst doing this process we normally ask the SUT questions on the next stage of the movement, pausing for a here and now and then state the name of the learner who can answer. This way, all SUT is thinking about the answer as soon as you have posed the question, and is ready to let the cat out of the bag if their name is asked. This assessment not only help the instructor to confirm that the individual or group know the answer but helps their peers to understand it as well. We also do oral written assessment, as this is partof the minimum core, for example before I start the lesson I would ask the SUT to take out their note books and pens.I wil l ask them a number of questions in which they will write their answers in their note books which will be marked before the lesson take place. If for some intellect some of the SUT get a fewer questions wrong I will ensure that I make a plan in the evening to go through the questions or drill in which they got ill-timed so that they are at the identical stage as all the other SUT. Asking questions to the SUT and for them responding in heavy(a) the answers back to the instructor is self assessment and peers assessment so that the SUT know what areas they are good at and what areas they need to work on. thus far its good for the tutor assessment to understand how the SUT progress is going by conducting these assessments.C)Advantages DisadvantagesProblems can be solved SUT dont know the answerQuestion being answered SUT can be instal on the spotUnderstanding peoples views and opinions Gives people a voice 4. Reflecting on how feedback has informed your learners progress and ex ertionFeedback is a vital part of the learners training at the army foundation college as it informs the SUT on their progress and achievement. To make sure it is effective it is definitive that we develop rapport, plebeian respect and trust between the instructor and the SUT. During a Skill at Arms lesson it is important to give effective feedback as this informs the SUT on how well they are doing or on what areas they might need to work on. I try to give out the best feedback as I can to the SUT or the individual as I know this will help reassure, emanation confidence, encourage, motivate and develop their knowledge, skills. It can help the SUT to maximize their potential and professional person discipline at different stages of training, raise their knowingness of strengths and areas for improvement, and identify actions to betaken to improve their performance.5. Reflecting on how feedback from others has informed your own professional practiceOn the 1st November 2012, I cond ucted a lesson on pain quietus (Morphine) which was observed by an assessor. I tangle that the lesson was well structured, planned and I got the key learning points across to the SUT. Once the lesson terminate I sat down with my assessor and was given feedback on my lesson. The written feedback said thisThe session had a clear and important content to communicate. This was achieved and checked by the test. A stronger entrance would set the scene and provide guidance to learners of what they had to do during the lesson. Focus on the test/know the purpose of the test.The closedown could tell learners what to do with the test written document and how this will be an aide memoire. Test was very well created, covering all key learning and checking recall, understanding and application. It could be improved with clear guidance i.e. works individually without referring to their notes. As this was assessment for learning as well as assessment of learning learners could work individu ally, with a partner and finally as a all in all group to get the answers/self assessment and check learning. You could get feedback on results from the test by asking those who got 100% to stand up an energiser, positive motivation and a simple measure for you.This feedback has opened my look a lot clearer as I was more channelled to delivering a simple but constructed lesson. Just by delivering a stronger introduction can make the learner make to learn, which I didnt realise until psyche made it aware to me. It was a good motivation and energiser to hear from the assessor that the test paper was well created which gave me that grit of pride. However when it came to handing out the test paper, giving the SUT a certain amount of time to do it in and once they had completed it they would mark their own paper as I went along with the answers. Just from what the assessor has written in the feedback it can givethe learner self assessment and check their learning, so in future I wi ll take more time on how I construct the test and how to mark it as this will give me a feedback on the progress of the SUT.6. prolongation List* http//www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/barriers-to-learning.php Date accessed 8.11.12* Tummons J (2009) Assessing learning in the long learning sector. Exeter tuition Matters* Gravells A (2012) Preparing to teach in the lifelong learning sector. London Learning Matters* www.faculty.londondeanery.ac.uk