Understand roles, responsibilities and relationships in education and training

Understand roles, responsibilities and relationships in education and training

Use your research and practical examples to provide a written analysis of the role and use of initial and diagnostic assessment in agreeing individual learning goals with your learners. Explain why it is important to identify and meet the individual learning needs of your selected learners.
(AC- 1.4, AC- 2.1, AC-2.2, AC- 2.3, AC- 2.4
Word count: 800 words written assignment (excluding tableof content and list of references)

TASK -5 Submission)
For EACH observed session produces a written evaluation to explain how own planning meets the individual needs of learners and ways in which teaching and learning plans can be adapted to meet the individual needs of learners. Include enough information to make it clear that you understand the teaching and learning processes that have been taking place.
(Approximately 400- words)

Develop and include in your teaching practice portfolio specific examples of how you have (or would have) adopted session plans for a minimum of TWO contrasting learners, or a particular group of learners.
Include in the teaching practice portfolio two examples of resources, including technology where appropriate, to show how you have adapted an original resource to meet the different needs of individual learners.
(AC – 3.3) Teaching practice portfolio (Report)

Task 6

TASK -6Turnitin Submission)
Produce a table listing a minimum of 10 different types of assessment and against each
type briefly explain the purpose and the assessment outcome.
As part of the three observed teaching practice sessions, select and include an example of at least ONE different assessment type and method for each session.
For EACH assessment activity provide evidence to show how:
• It meets the needs of your students and
• It produces assessment evidence that is valid, reliable, sufficient, authentic and current.

Use research to help your understanding or assessment, and referring to the practical examples from your teaching practice observations,

provide a written report to analyses the effectiveness of the assessment methods, used in your specialist area, ( Health and social care area) in meeting the individual needs of your learners e:g special need . (AC- 6.1, AC- 6.2)
(Approximately 1100 words) (

10 Types of Assessment

No Assessment Types Purpose Outcome
1
2
3
4
5
6
7
8
9
10

I D 23983 TASK 6

Task 6
Assessment Types SAMPLES

I used three types of assessments for the learner before the commencement of theteaching diagnostic, formative, and summative through observation and/or surveying the students, determine whether or not the activity should be used again (or modified).

• Formative assessment. Formative assessment is an integral part of teaching and learning. …
• Summative assessment. …
• ‘Authentic’ or work-integrated assessment. …
• Diagnostic assessment. …
• Dynamic assessment. …
• Synoptic assessment. …
• Criterion referenced assessment. …
• Ipsative assessment.

The summative assessment was used to evaluate learner learning at the end of an instructional unit by comparing it against some standard I would use exam or mark test to evaluate their understanding i:e summative assessments include: a midterm exam.

Formative: Given throughout the learning process, this would be use to seek how learner is progressing through a certain learning .Summative: would be given to the learner at the end of year.
Authentic’ or work-integrated assessment is an assessment where the tasks and conditions are more closely aligned to what you would experience within employment. This form of assessment is designed to develop learner’s skills and competencies alongside academic progression. As a teacher I would also use online Assessment to design an assessment using a PC or tablet device.

Diagnostic assessment
Like formative assessment, diagnostic assessment is intended to improve the learner’s experience and their level of achievement. However, diagnostic assessment looks backwards rather than forwards. It assesses what the learner already knows and/or the nature of difficulties that the learner might have, which, if undiagnosed, might limit their engagement in new learning. It is often used before teaching or when a problem arises.
Dynamic assessment
Dynamic assessment measures what the student achieves when given some teaching in an unfamiliar topic or field. An example might be assessment of how much Swedish is learnt in a short block of teaching to students who have no prior knowledge of the language. It can be useful to assess potential for specific learning in the absence of relevant prior attainment, or to assess general learning potential for students who have a particularly disadvantaged background. It is often used in advance of the main body of teaching.
Synoptic assessment
Synoptic assessment encourages students to combine elements of their learning from different parts of a programme and to show their accumulated knowledge and understanding of a topic or subject area. A synoptic assessment normally enables students to show their ability to integrate and apply their skills, knowledge and understanding with breadth and depth in the subject. It can help to test a student’s capability of applying the knowledge and understanding gained in one part of a programme to increase their understanding in other parts of the programme, or across the programme as a whole [1]. Synoptic assessment can be part of other forms of assessment.
Criterion referenced assessment
Each student’s achievement is judged against specific criteria. In principle no account is taken of how other students have performed. In practice, normative thinking can affect judgements of whether or not a specific criterion has been met. Reliability and validity should be assured through processes such as moderation, trial marking, and the collation of exemplars.
Ipsative assessment
This is assessment against the student’s own previous standards. It can measure how well a particular task has been undertaken against the student’s average attainment, against their best work, or against their most recent piece of work. Ipsative assessment tends to correlate with effort, to promote effort-based attributions of success, and to enhance motivation to learn.

[1] QAA (2006) Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, Gloucester: Quality Assurance Agency for Higher Education.

Marking and giving feedback
In order to provide meaningful feedback to students it is essential to understand:
• the purpose of assessments in a particular module
• what the assessment criteria are, and how they are applied
• how marks or grades are arrived at
It’s important to recognise that feedback is a two-way process. Whether given formally, in writing, in response to a particular assignment, in personal tutorials or even in more casual

TASK 7
Undertake a piece of individual research into different theories of communications and the impact on learning. You could include Piaget, Bernstein and Vygotsky as starting places for your research.

Use your individual research to produce a written report, using examples taken from your own teaching practice,
to analyse the benefits and limitations of the communication methods you use.
( AC- 5.2)
Approximately 1100 words – Written Assignment (excluding table of content and list of references)

TASK -8- (Portfolio Submission)
Use the feedback provided by tutor and mentor observations, peer and learner feedback – and your own session evaluations and individual learning – log entries to review the effectiveness of your own practice in all areas of inclusive teaching and learning in:
• Planning
• Delivering
• Assessing
Use these sources of information – and any other occasion where you may have had verbal or written feedback on your teaching – to produce a written analysis the effectiveness of the range of teaching and learning approaches you have used in your own area of specialism in meeting the individual needs of at least THREE different specific learners.
Use your review from across the whole of your practice to identify areas for improvement in the three areas of planning, delivering and assessing inclusive teaching and learning.
(AC- 5.1, AC- 8.1, AC- 8.2) Word count: 1000 (individual reflective work)

LO no. Assessment Criteria
Evidence
Of
Task Feedback
LO-1 Understand roles, responsibilities and relationships in education and training
1.1 Analyse own role and responsibilities in education and training Report
1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities Report
1.3 Analyse the relationships and boundaries between the teaching role and other professional roles
1.4 Describe points of referral to meet the needs of learners
LO-2 Be able to use initial and diagnostic assessment to agree individual learning goals with learners
2.1 Explain why it is important to identify and meet the individual needs of learners Report

2.2 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals Report

2.3 Use methods of initial and diagnostic assessment to agree individual learning goals with learners Report +

2.4 Record learners’ individual learning goals
LO-3 Be able to plan inclusive teaching and learning.
3.1 Devise a scheme of work in accordance with internal and external requirements Report
3.2 Design teaching and learning plans that respond to:
• the individual goals and needs of all learners
• curriculum requirements Report +
3.3 Explain how own planning meets the individual needs of learners Report
3.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners
3.5 Identify opportunities for learners to provide feedback to inform inclusive practice
LO-4 Be able to create and maintain a safe, inclusive teaching and learning environment
4.1 Explain why it is important to promote appropriate behaviour and respect for other Report

4.2 Explain ways to promote equality and value diversity Presentation
+ Portfolio
4.3 Establish and sustain a safe, inclusive learning environment
LO-5 Be able to deliver inclusive teaching and learning

5.1 Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners Portfolio, Present-ation
5.2 Analyse benefits and limitations of communication methods and media used in own area of specialism Lesson Obs + Portfolio
5.3 Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs

5.4 Use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners
5.5 Demonstrate ways to promote equality and value diversity in own teaching Report
5.6 Adapt teaching and learning approaches and resources, including technologies to meet the individual needs of learners
5.7 Communicate with learners and learning professionals to meet individual learning needs
LO-6 Be able to assess learning in education and training
6.1 Explain the purposes and types of assessment used in education and training Report
6.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners
6.3 Use types and methods of assessment, including peer- and self-assessment to:
• involve learners in assessment
• meet the individual needs of learners
• enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current and
• meet internal and external assessment requirements
6.4 Use questioning and feedback to contribute to the assessment process
6.5 Record the outcomes of assessments to meet internal and external requirements.
6.6 Communicate assessment information to other professionals with an interest in learner achievement.
LO-7 Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning
7.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning Report
7.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning Report
LO-8 Be able to evaluate own practice in planning, delivering and assessing inclusive teaching and learning

8.1 Review the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning taking account of the views of learners and others.
8.2 Identify areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning.

Ac 5.2 follows

Suggested resources
Books
Ashcroft K and James D (eds) – The Creative Professional: Learning to Teach 14-19-Year-Olds (Falmer, 1998) ISBN 9780750707404
Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609
Gadsby C – Perfect Assessment for Learning (Independent Thinking Press, 2012) ISBN 9781781350027
Gould. J – Learning Theory and Classroom Practice in the LLLS, (Learning Matters, 2012), ISBN 9780857258175
Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984
Kidd W & Czerniawski G – Successful Teaching 14-19 (2011), Sage Publications ISBN 9781848607125
Petty G – Evidence-Based Teaching: A Practical Approach, Second Edition (Nelson Thornes, 2009) ISBN 9781408504529
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Tummons J – Curriculum Studies in the LLLS, (Learning Matters, 2011) ISBN 978184441937
Wallace S – The Lifelong Learning Sector Reflective Reader (2010), (Learning Matters, 2010) ISBN 9781844452965
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement – FE Focus
Times Higher Education weekly – newspaper
Professional/vocational journals
Websites
www.bis.gov.uk – Department for Business, Innovation and Skills (BIS)
www.crll.org.uk – Centre for Research in Lifelong Learning
www.excellencegateway.org.uk – Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.geoffpetty.com – Geoff Petty, on-line teaching resources
www.ifl.ac.uk – Institute for Learning

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