C.Education and Training Learning

References Gravells A (2014) The Award in Education and Training Learning

1.1 Explain the purposes of types of assessment used in education and training
 Explain the purpose of the three different types of assessment (initial, formative &
summative) (PG: 152-153). How is each assessment method used within education and training?
 Initial-

 Formative-

 Summative-
1.2 Describe the characteristics of different methods of assessment in education and
training
 Describe the characteristics of initial, formative and summative assessment methods (PG:
152-155).
 Initial: For example: ice breakers, application forms, interviews (PG:55-56).
 Formative: For example: verbal questions, quizzes, homework (PG:153-154)
.

 Summative: For example: assignments, examinations, presentations, observations) (PG:153-
154).
1.4 Explain how different assessment methods can be adapted to meet individual learning needs
 Explain a minimum of three ways assessments can be adapted within teaching and training.
(For example: Extra time-25%, reader/scribe/exam-private room, adapting resources, translator)
 Why is it important to adapt assessments for learners?
 Include any experiences of adapting assessments within your teaching role (optional).

2.1 Explain why it is important to involve learners and others in the assessment process

 Explain a minimum of 3 reasons why it is important to involve both learners and others within
the assessment process (PG: 170-174).
(For example: clarify of information to learners, fairness for the learner, reliability and
standardisation, expectations of the assessment for the learner, staff support)

2.2 Explain the role and use of peer and self-assessment in the assessment process
 Explain the term ‘peer-assessment’ (PG: 172-174).
 Explain the advantages and limitations of ‘peer-assessment’. Aim to explain three advantages
and three limitations.
 Explain the term ‘self-assessment’ (PG: 172-174).
 Explain the advantages and limitations of ‘self-assessment’. Aim to explain three advantages
and three limitations.

2.3 Identify sources of information that should be made available to learners and others

involved in the assessment process
 Explain a minimum of 5 different sources of information which should be made available to
learners and others before or during a course.
For example: assessment criteria, time/location of assessment, deadlines, reading list, grade
boundaries, results information.

3.1 Describe key features of constructive feedback
 Explain effective ways to provide effective feedback to learners (PG 175-176).
 Explain the layer cake feedback method, describe the different stages.
 Include examples of how you as a teacher/trainer have provided feedback to learners
(optional).

3.2 Explain how constructive feedback contributes to the assessment process

 Explain a minimum of three advantages of constructive feedback within teaching and assessing
(PG: 175-176).
For example, constructive feedback can: create opportunities for clarification and discussion,
emphasises progress rather than failure, enables the learner to know what they have achieved,
helps improve confidence and motivation, identify further learning opportunities or any action
required.

3.3 Explain ways to give constructive feedback to learners
 Explain a minimum of three ways how you as a teacher/trainer can provide constructive
feedback to learners following an assessment (PG: 175-176).
For example: providing verbal feedback, written feedback, group discussion, immediately after
an assessment where possible.

4.1 Explain the need to keep records of assessment of learning
 Explain why it is important to keep records of assessment as a teacher/trainer (PG: 13-15).
 Explain a minimum of three reasons why it is important to keep records of assessment as a
teacher.
 For example: to track learner course progress, to predict learner grades, for evidence, to
provide feedback to managers/course leaders.

4.2 Summarise the requirements for keeping records of assessment in an organisation
 Explain a minimum of three reasons why it is important to keep records as an organisation (PG:
13-15).
For example: internal/external verification, appeals, complaints, inspections.

Learner’s reflection on completion of the unit:
What have you learnt/refreshed from this unit?

How might it influence your teaching?

References
Gravells A (2014) The Award in Education and Training Learning

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