Develop the knowledge and understanding of the internal quality assurance process, from home! Is designed to give the knowledge and understanding of the internal quality assurance process Is great for anyone in a training environment that is operational Show you how to manage and audit the quality assurance of assessment Helps you to understand the context and principles of internal quality assurance Explores the techniques and criteria for monitoring the quality of assessment internally Investigates the planning of the internal quality assurance of assessment The course will allow you to study when and where you want, at your own pace.
Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it. Like successful athletic coaches, the best teachers recognize the importance of ongoing assessments and continual adjustments on the part of both teacher and student as the means to achieve maximum performance.
Unlike the external standardized tests that feature so prominently on the school landscape these days, well-designed classroom assessment and grading practices can provide the kind of specific, personalized, and timely information needed to guide both learning and teaching.
Classroom assessments fall into three categories, each serving a different purpose. Summative assessments summarize what students have learned at the conclusion of an instructional segment.
These assessments tend to be evaluative, and teachers typically encapsulate and report assessment results as a score or a grade. Familiar examples of summative assessments include tests, performance tasks, final exams, culminating projects, and work portfolios.
But by themselves, summative assessments are insufficient tools for maximizing learning. Waiting until the end of a teaching period to find out how well students have learned is simply too late. Two other classroom assessment categories—diagnostic and formative—provide fuel for the teaching and learning engine by offering descriptive feedback along the way.
Diagnostic assessments—sometimes known as pre-assessments—typically precede instruction.
Teachers use them to check students' prior knowledge and skill levels, identify student misconceptions, profile learners' interests, and reveal learning-style preferences.
Diagnostic assessments provide information to assist teacher planning and guide differentiated instruction. Examples of diagnostic assessments include prior knowledge and skill checks and interest or learning preference surveys.
Because pre-assessments serve diagnostic purposes, teachers normally don't grade the results. Formative assessments occur concurrently with instruction. These ongoing assessments provide specific feedback to teachers and students for the purpose of guiding teaching to improve learning.
Formative assessments include both formal and informal methods, such as ungraded quizzes, oral questioning, teacher observations, draft work, think-alouds, student-constructed concept maps, learning logs, and portfolio reviews. Although teachers may record the results of formative assessments, we shouldn't factor these results into summative evaluation and grading.
Keeping these three categories of classroom assessment in mind, let us consider seven specific assessment and grading practices that can enhance teaching and learning. Use summative assessments to frame meaningful performance goals. On the first day of a three-week unit on nutrition, a middle school teacher describes to students the two summative assessments that she will use.
One assessment is a multiple-choice test examining student knowledge of various nutrition facts and such basic skills as analyzing nutrition labels. The second assessment is an authentic performance task in which each student designs a menu plan for an upcoming two-day trip to an outdoor education facility.
The menu plan must provide well-balanced and nutritious meals and snacks. The current emphasis on established content standards has focused teaching on designated knowledge and skills. Teachers should then present the summative performance assessment tasks to students at the beginning of a new unit or course.
This practice has three virtues. First, the summative assessments clarify the targeted standards and benchmarks for teachers and learners.This approach helps you make your teaching accessible to all students. What is Universal Design for Instruction?
Universal design originates in barrier-free design and architectural accessibility. According to the Center for Universal Design, “Universal design is the design of products and. Mind Power Change Your Thinking, Change Your Life, James Borg, , Self-Help, pages. Take control of your mind, change your thinking and create a future of success.
The aim of this unit is to assess the learning and development practitioner’s knowledge and understanding of the principles and practices of assessment.
teaching and assessment of nursing and nurses: some illustrative texts are outlined at registration programme being practice based, understanding and applying the evidence Movement from the reliance on abstract principles to the use of past concrete.
Understanding assessment in education and training. Task A Information Sheet. ASSESSMENTS – WHAT, WHEN AND HOW As a new member of the team please see the Information below to give a through understanding of the range of assessments methods used [ ]. Unit purpose and aim The aim of this unit is to assess the learning and development practitioner’s knowledge and understanding of the principles and practices of assessment.