Session 8: Assessment 02/11/2015

This session covered the importance of assessment in the learning cycle, and how four different types of assessment are used to generate and evaluate information about learners so that teaching methods can be adapted to best meet individual needs.

We were introduced to four different types of assessment: initial; diagnostic; formative (assessment for learning); and summative (assessment of learning). Generally, I had only been aware of summative assessment in the form of final exams or coursework from my experience at school. It made me realise that often assessment can go on in the background without the learner being aware of just how much the teacher can use information gathered to plan effective lessons.

The focus of the session was largely on the latter two types of assessment; formative and summative. The first task got us to think of different assessment methods and put them into a Venn diagram. Completing the diagram highlighted that although some methods are obviously formative or summative, it depends on how and when the methods are deployed, but mainly on what type of information the teacher wants to gather, that determines whether the assessment is formative or summative.

We were then introduced to the research of Paul Black and Dylan Wiliam, ‘Inside the Black Box’, which sought to improve standards in classroom assessment through formative methods. From reading for my second assignment, it seemed that teachers are a little dubious and resistant to the emphasis placed on the importance of summative assessment. The research highlighted how politics can creep into the learning environment, and is definitely a subject I want to follow up after the course is complete.

The second task saw us working in four groups to make paper aeroplanes based on the instructions given to us. It later emerged that each group was given a different set of instructions and standards to meet, which highlighted the importance of making sure that assessment is clear, consistent and equal for all learners. As each of our instructions was different it was impossible to make comparisons or assess fairly.

The third task got us to think about good practice in feedback in assessment, and what to avoid in terms of language and structure.

The tutor highlighted the importance of keeping assessment records, and what could be recorded. It became clear that assessment records were important to demonstrate a fair and transparent assessment process, as well as being necessary for quality assessment conducted internally, and by external stakeholders.

We ran out of time to cover the topic of communication breakdown, but I will endeavour to follow this up upon completion of the course.

This session, more than most, seemed to touch upon some of the ways in which politics, and pressure and expectations from external stakeholders influence the practice of teaching and learning. The focus is often on results, without much thought to the individuals in the process. It highlighted some of the ‘battles’ that teachers can face in how they teach.

Assignment 1: Roles, Responsibilities and Relationships in education & training; Equality and Diversity

I hadn’t written an essay in about 2 years, so I found it a little challenging to get into the mindset of how to structure it and approach the assignment question. I found it difficult to narrow my focus initially with the roles and responsibilities, as there were so many to choose from and also a certain amount of overlap, that made it difficult to know where to make the distinction between segments. It was challenging to not fall into the trap of writing too many words on the first part of the assignment and not leaving enough space for the latter points, but in retrospect I fell at this hurdle because I didn’t put as much time into reading for and writing the second part of the assignment, which dealt with relationships with other professionals, and equality and diversity.

The tutor’s comments reflected this, as I needed to expand on how relationships with other professionals might impact on my role as a teacher, as well as why it was important to have these relationships. I have realised as I have progressed through this course that sometimes I need to think about how I’d apply theory in practice, as the tutor commented that to improve the assignment I could have expanded on how I might incorporate equality and diversity into a session. I will take these comments on board, and try and spend equal amounts of time and effort on all parts of assignment in future submissions.

 

Session 7: Managing learning, and motivation 26/10/2015

The seventh session considered the role of the teacher in managing learning and motivating students to achieve.

To start off we considered the motivations an individual might have for enrolling on a course. A variety of reasons were identified, and it was interesting to note their diverse nature, especially from the point of view of someone who was participating in a course reluctantly or through no choice of their own. This made me think about some of the teaching sessions I have done recently for level 3 learners on referencing. I noticed some of the groups were more motivated and engaged than others, usually depending on if they had already had an assignment back to discover that their referencing knowledge needed improvement. After a few of these sessions, I found that explaining why something could be considered important, i.e. in terms of saving time on having to repeat an assignment if it was found to be incorrectly referenced or plagiarised, or useful if they were going on into higher education, often piqued interest. Individual motivations can be diverse, but I found that emphasising a subject’s relevance helped to overcome some initial issues of engagement. Being aware of these motivations before commencing on a programme of study can help the teacher to adapt teaching methods accordingly.

The Bunker Roy video (https://www.ted.com/talks/bunker_roy) encouraged us to think about different kinds of knowledge, and how this could be expanded beyond the usual traditional qualification. Most interestingly, we were asked if the College was inclusive, as it didn’t permit anyone with a formal qualification to enter. It was generally concluded that it was impossible to be completely inclusive, but instead the teacher should aim to be as inclusive as possible.

In groups we were asked to think about strategies for motivation, and what would get learners engaged. It was another of those moments where it seemed like there are so many characteristics of a successful teacher that it is nearly impossible to ever be able to achieve all of them, but the discussion helped to highlight what were considered to be the top 5. What followed was a recap, and an introduction of motivation theory in the form of Maslow (1962), Herzberg (1968), McGregor’s Theory X and Theory Y, Bandura (2004) and Kirkwood (2009). We didn’t cover these theories in a great deal of depth, so I will aim to return to these when I have time after the course has concluded.

In short, the session highlighted the numerous and diverse reasons that motivate people to do what they do. Motivation, and understanding how to motivate people, is one of the most important things that a teacher has to learn. It also made me aware that motivation can start before teaching has even commenced, and can change throughout the course. I was able to relate this session to the recent teaching sessions I have done, and have been able to come up with some strategies which I hope to use in sessions in the next few weeks.