Download Assessing Learning in the Lifelong Learning Sector: 2nd by Jonathan Tummons PDF

By Jonathan Tummons

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Extra info for Assessing Learning in the Lifelong Learning Sector: 2nd edition (Achieving QTLS)

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These two observations would constitute the formative assessment for the unit. Each rehearsal would be assessed against the criteria for the unit, and then feedback would be given. Final performances would be recorded on video camera, and then played back as part of the feedback and evaluation process. The BTEC unit guide recommends the use of video. This will allow Richard to view each performance more than once when assessing, and then the tapes can be passed over to the internal and external verifiers.

Sufficiency and authenticity What is sufficiency? Sufficiency of assessment can mean slightly different things, depending on context. When a teacher/trainer is using portfolio-based assessment, sufficiency refers to the amount of material or evidence required to demonstrate unequivocally that a particular learning outcome or criteria have been met. This may involve using a number of different types of evidence (written statements, witness testimonies, written assignments or video evidence). In a module or programme of study where a range of assessment methods are used (such as in the case study above), sufficiency refers to the amount of assessment that learners have to undergo.

However, this is a far from straightforward process. If two examiners agree on the grade or mark to be awarded to a candidate, this may simply be a reflection of the fact that those two examiners both have similar standards in relation to the assessment ± it does not automatically follow that they are both assessing the work against an objective standard. The use of marking schemes and marking criteria, normally supplied by the awarding body, will help prevent this. There will be consistency between learners' grades or marks irrespective of where or when they sat the examination or test.

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