This is an open question and would have several possible answers which will lead to discussion this will require learners to develop deep discussion and evaluate why this oil would benefit a client.
Gapped hand-outs and self-marking
(See evidence 2)
This can be used effectively as it can develop a wide range of comfortable ways of self-assessing, checking and adjusting. This will encourage learners to check their own work and self-assess where needs further improvement.
Observation can be used effectively as watching learner perform skills will relate to giving feedback and provide questioning. Providing positive feedback will improve learners confidence and questioning develop their potential. For example I used key focused questioning for my learners whilst observing. Questioning I used How does u think the client felt while you carried out the treatment? What would you do if a client had a reaction to the oil?
This will able me to assess my learner and develop their potential.
The Feedback given to my learners was positive with areas of improvements. For example on of the verbal feedback given to my learner thought out the observation was
Great IHM. Lovely pressure used throughout the treatment. Excellent client care. Client seemed comfortable and relaxed trough out treatment. Consultation could use more questioning to gain more insight to what client outcomes of the treatment is. Great aftercare given at end of treatment. Remember to offer a glass of water offer each treatment. Overall a very good IHM treatment. Well done
2) Feedback from learners
I think my learners all felt that the gapped hand-out was a great way to test their knowledge and skills. Even for my student who struggles a bit in class (see evidence 3) found that the gapped activity and self-marking was a great assessment method for herself as she can self-assess her work and realise where she needs to improve.
3) Gapped worksheets
I could adapt this for a different individual for example if I was to adapt if for a dyslexic learner I would add the words at the bottom of the hand-out so that my learner wouldnt panic or worry on the spelling of the word. (See evidence 4) PART 2 THEORY
1) a) The purpose of initial assessment is to ensure learners are on the right course and level and to gain information on our learners and identify any particular requirements a learner might have. b) The purpose of formative assessment is to promote learning and to motive learners.
This enables a learner to consider what they are good at and build on their strengths whilst informing them of improvement that maybe needed to be made to meet requirements to gain the qualification. c) The purpose of summertime assessment is to see if the learners have the attained skills and knowledge required by the qualifications or at that particular stage. This also leads to the making of grades or gaining the qualification.
When we set assessment for our learner we and they need to be sure about what we are actually assessing or measuring. An assessment can be said to be valid if it measures what is actually set out to measure. For example for a practical assessment in Indian head massage the assessment guidelines state that only 3 of the different skin types need to covered to pass the assessment.
Reliability is closely linked to validity but the emphasis is more on the accuracy and consistency of it application. In our organisation we can ensure reliability by cross marking each others work.
This is concerned with whether the quantity and the coverage of the assessment tasks and activities are sufficient to provide evidence that the learning outcomes have been met. For our courses we provide evidence such as portfolios which assembles evidence of such activities and assessment tasks.
This is concerned with how closely the assessment mirrors the real world, particularly in relation to assessment. If we assess out learners in beauty we make sure that it in in a beauty working environment and that all the equipment used is up to date and of latest equipment.
In our organisation we make sure that assessment techniques are current for our learners. Our organisation provides further training for staff to ensure that the current procuress and new regulations are met.
3) In my specialist area the learner, mentor, organisation and awarding body will have an interest in the outcome of an assessment. 4) Feedback The willingness of learners and tutors to give and receive feedback is at the core of formative assessment. Feedback for assessment should involve learners and is a two way process. It is one of the most powerful methods of improving learning.
Feedback should always be factual and not based on opinion. Black and Williams Goal, medals and missions is a great example of giving effective feedback. Goals- Giving clear goals to the learner of what needs to achieve. Medals making the learner aware of where they are at now. Mission Making the learners aware of what they need to do to achieve the goal.
Questioning contributes to the assessment process by checking learners understanding and knowledge throughout the course. This also diagnoses learners difficulties and becomes clear on areas that you will need to work on with that individual to complete assessment.
5) Peer assessment is used to develop and motivate learners. If learners feedback is given skilfully other learners may consider more what their peers have said then what you have. I might use peer assessment thought out practical training. This will encourage learners to build confidence and look for areas of improvement within their peers.
This allows learners to measure their own progress without comparing themselves to others or reference to the standards set. Self-assessment can be used to identify clear learning goals and targets by an ILP.
6) The assessment requirement of learning programmes in my organisation is for the learners to pass all theory and practical assessment set. This includes creating a portfolio of evidence of all assessment. Theory assessments include case studies, assignments, small tests, quizzes, and activities. Practical assessments include observations of treatments. Once the portfolios are complete they are checked through by the lecturer and mentor then sent to the awarding bodys examination board.
7) New and emerging technologies can be used more effectively in the assessment process. For example Mobile phones can be used to take pictures throughout the course. This will benefit formative assessment and self-assessment as learners can self-assess their own work and provide feedback to improvement that can be made.