Assessments of education and training assignment Sample

Assessments of education and training assignment

INTRODUCTION

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The learning process is considered to be a complex as it is influenced by different factors and it becomes important for the teachers to use different methods and techniques for making the learning process effective and delivering better knowledge to the students. The initial assessment is an effective approach which helps the teachers in understanding the needs of the learners and meeting those needs(Jabbarova, 2020).The present report focuses on explaining the roles and use of initial assessments in identifying the needs of the learners and how it helps the teachers in making the learning process much effective for their students. Along with this, the report will also explain the different types of assessments and their benefits and limitations. Also, the report will describe how the use of assessments can help the teachers in understanding the needs and learning pReferences of the learners.

IMPORTANCE OF INITIAL AND DIAGNOSTIC ASSESSMENT IN LEARNING PROCESS

Teachers need to be effective while teaching the students and it is important for them to understand the needs and to learn patterns of the learners so that they can teach them in accordance to it and can enhance the effectiveness of the learning process(Schneider, &Bodensohn, 2017). While teaching it is important for the teachers to have a better knowledge of their students or the learners because it helps the teachers in understanding the needs of the learners which helps them in implementing an appropriate teaching style. Along with this it also helps the teachers in understanding the different needs of different learners, and this can also help them in involving the learners in the learning process and motivating them to gain better knowledge and become successful in life.

In the field of education, it is important for all the teachers to understand that all the individuals are having different needs and their always learning patterns. Individual differences play on a major role in the ability of the student to learn and understand new skills and acquire knowledge(Jones, et. al. 2020). It can be said that the individual needs of the learners are having a significant impact on their learning outcomes and due to this reason it had become important for the teachers to analyse the needs of the learners and then should develop an effective curriculum and classroom activities which can help them in targeting all the students and satisfying all the individual needs of the learners so that learning can be made effective.

Initial and diagnostic assessment methods are used by theteachers for understanding the learners and identifying their needs(Chernikova, et. al. 2020). The initial assessment is referred to as the early assessment of the outcomes of the learning process such as skills, knowledge, learning goals and experiences.Suppose the learning goal is analysed in advance than it helps the teachers in finding that what would be the learner's needs for achieving these goals(Dahlback, et. al. 2020).Along with this, the teachers should also focus on diagnostic assessment which is also important to understand the students and offering them better learning. Diagnostic assessment is referred to as the type of assessment in which the teacher analyse the strengths and weakness of the skills and knowledge of the learners which help the teachers in teaching the students in an effective manner.

Both initial and diagnostic assessments are important for the learning process, and the teachers should focus on the assessments for understanding the learners and making better use of all the available resources so that they can satisfy the learning needs of all the learners and can provide better learning to the students(Csapo, &Molnar, 2019).Along with this analysis of the needs of the learners also have a positive impact on the quality of the learning process and helps the teachers in treating the learners on the basis of their skills and knowledge. Moreover, these assessments also help the teachers in developing interest among the learners for learning and also helps them in developing talents. Also, these assessments help the teachers in organising the classes and classroom activities on the basis of the learning patterns of the learners so that the teaching can be made more effective.

TYPES OF ASSESSMENTS USED IN EDUCATION AND TRAINING

Assessments are a very important part of the entire educational system, and it is the most important thing which can help the teachers in assessing the performance of their students. The assessments of the education can be classified into different types on the basis of their purpose and the time at which they are being used.The first assessment, which is being used by the teachers or the instructors is the diagnostic assessment(Chernikova, et. al. 2020). The major aim of the diagnostic assessment is that it is being done for accessing the different strength and weaknesses of the learners which can help them in developing better plans for teaching the students so that they can develop better skills and can become successful individuals in their life.Diagnostic assessment is important for deciding better instructions and plans for the learners, which can help them in making their learning more effective(Vermeulen, et. al. 2020).

Formative assessment is also an important assessment which is being implemented during the teaching process. The major aim of this assessment is to analyse the effectiveness of the teaching process, and it is also conducted for monitoring the learning of the students, and then the teacher also provides feedback on the basis of this assessment(Hamodi, et. al. 2017). This assessment helps both the teachers and the students as on the basis of this assessment the teachers can improve their learning process and the students can make better use of their strengths and can work on their weaknesses. In contrast to this, summative assessments are referred to as the assessments which are conducted at the end of the teaching process for evaluating the effectiveness of the learning. In the summative assessment, the effectiveness of the learning is being calculated on the basis of the benchmarks(Broadbent, et. al. 2018). Both formative and summative assessments are important for the educational institutes for offering better and high-quality learning to their learners and for helping the learners in being successful in their future.

While assessing the performance of the students, the teachers can use different types of formative and summative assessment such as tests, assignments, tasks related to the case studies, observations and many more(Grob, et. al. 2017). Along with these assessments, the teachers also using the peer or reflective assessment upon the children, which can help them in better analysis and also help the students in understanding more about each other. Peer or reflective assessment is a type of assessment in which the learners can analyse and evaluate their own performance on the basis of the benchmarks set by the teachers. If the teacher is focusing on peer assessment than it helps them in saving their time and developing a reflective skill which is very important in all the parts of life(Adachi, et. al. 2018). It can be said that peer assessment is also an effective assessment which can help the learner in giving feedbacks and working on them in an effective manner.

CONCLUSION

The above-mentioned report had explained the different concepts associated with the assessment in the education sector. On the basis of the report, it can be said that assessments are very important for making the teaching and learning process effective. Initial and diagnostic assessments are very important as it helps the teachers in identifying the learning needs of the students and then developing effective learning process in accordance with it. The report had also explained regarding the different types of assessment such as diagnostic, formative, summative and peer assessment. It can be concluded that the teachers should focus on applying the different assessment methods which can help them in satisfying the learning needs of the learning and improving the quality of the learning process.

REFERENCES

Adachi, C., Tai, J. H. M., & Dawson, P. (2018). Academics' perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education, 43(2), 294-306.

Broadbent, J., Panadero, E., &Boud, D. (2018). Implementing summative assessment with a formative flavour: a case study in a large class. Assessment & Evaluation in Higher Education, 43(2), 307-322.

Chernikova, O., Heitzmann, N., Fink, M. C., Timothy, V., Seidel, T., & Fischer, F. (2020). Facilitating diagnostic competences in higher education—a meta-analysis in medical and teacher education.

Csapo, B., &Molnar, G. (2019). Online diagnostic assessment in support of personalized teaching and learning: The eDia system. Frontiers in psychology, 10, 1522.

Dahlback, J., Olstad, H. B., Sylte, A. L., &Wolden, A. C. (2020). The importance of authentic workplace-based assessment: A study from VET teacher education. International Journal for Research in Vocational Education and Training (IJRVET), 7(3), 302-324.

Grob, R., Holmeier, M., &Labudde, P. (2017). Formative assessment to support students' competences in inquiry-based science education. Interdisciplinary Journal of Problem-Based Learning, 11(2), 6.

Hamodi, C., Lopez-Pastor, V. M., & Lopez-Pastor, A. T. (2017). If I experience formative assessment whilst studying at university, will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE). European Journal of Teacher Education, 40(2), 171-190.

Jabbarova, A. (2020). PLANNING TEACHING AND LEARNING ON THE BASE OF CURRICULUM DESIGN AND DEVELOPMENT. ?????????????????????? JSPI, 1-5.

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Schneider, C., &Bodensohn, R. (2017). Student teachers' appraisal of the importance of assessment in teacher education and self-reports on the development of assessment competence. Assessment in Education: Principles, Policy & Practice, 24(2), 127-146.

Vermeulen, J. A., Béguin, A., Scheltens, F., & Eggen, T. J. (2020). Diagnostic assessment in third-grade subtraction: the relation between bridging errors, number of errors and mathematical ability. Assessment in Education: Principles, Policy & Practice, 1-20.