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OTHM Level 5 Diploma in Education and Training Assignment Answers

The OTHM Level 5 Diploma in Education and Training is designed to equip educators with the skills and knowledge required to teach effectively in diverse educational settings. Whether you’re looking to enhance your career in education or pursuing a professional qualification, this diploma focuses on developing practical teaching strategies, understanding learner needs, and fostering an inclusive learning environment. If you’re tackling assignments for this course, assignment expert support can help you meet the required high standards. From comprehensive research to clear, structured writing, professional assignment help is here to guide you through every step of your academic journey.

Chapter 1: Understanding the Principles and Methods of Evaluating Learning Programmes

1.1 Analyse the principles of evaluating learning.
1.2 Explain how the principles of evaluating learning can be applied to evaluation of learning programmes.
1.3 Analyse methods used for evaluating the effectiveness of learning programmes.
1.4 Analyse methods of data collection and analysis used to evaluate learning programmes.

 

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Preparing for an External Verification (EV) Visit

Your external awarding body is visiting your centre/ organisation to observe the quality assurance process.

You need to demonstrate a transparent process of evaluation via your departmental self-assessment report (SAR). The following sections could be included in your programme/ departmental SAR. Fill each section in to help you to prepare for the EV visit.

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1. As an introduction to your self-assessment report, summarise the different evaluation principles and explain the one you have selected and why. (1.1 and 1.2). Use the table to help to present your information.

Example: Introduction: To evaluate the                                    learning programme, the following principles of evaluation were considered:

Principle of evaluation How this can be effective?

 

2.  Explain the method of evaluation you have selected for your evaluation process. Provide additional notes for the external verifier on other methods of evaluation you have considered and why you have decided to use the specific chosen method (1.3)

Method of evaluation chosen Kirkpatrick model

ROI model

CIPP

Why you have chosen this method Other methods you have not used and why

 

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3.  Explain the methods you have used to collect data you require for the evaluation process and how these provide an accurate overview of the success of the learning programme. (1.4)

Data collection methods you have used

Learners feedback- Questionnaire Staff Feedback

Parents Feedback

How you will use this data? How this provides an accurate measure to help you evaluate your learning programme

 

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Chapter 2. Planning the Evaluation of a Learning Programme

2.1 Develop a framework for the evaluation of a learning programme.
2.2 Devise objectives in order to achieve evaluation aims.
2.3 Select methods for evaluating the effectiveness of a learning programme.
2.4 Select methods for collecting data to evaluate the effectiveness of a learning programme.

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Developing an evaluation Framework (2.1)

For a learning programme that you are familiar with:

  • Explain the criteria you could use to evaluate the programme using the following An example has been provided for you below.
  • Use these criteria for evaluation to support your answers:
    • Learner feedback (formal and informal via Individual learning plans, reactions to learning and assessments)
    • Staff reflections on resources and activities via lesson plans and evaluations
    • Staff feedback (including support staff)
    • Observation data (management/ peer to track quality of teaching and learning against benchmarks)
    • Minimum core tracking (Development of transferable skills)
    • (As in the example below) Learner assessment (Results) data: Initial assessments, formative and summative, student discussions and the teacher/ trainers’ observations on changes in behaviours (The learning that has taken place)
  • Academic quality assurance self-assessment reports for the programme (outlining strengths and weaknesses and evaluation of resources.
2.3 Information required
2.4 How will this data be collected?
2.4 How it will be recorded?
What it will show?
2.2 How will it be used? (Objectives of evaluation)

 

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Example answer: 2.1-2.4

2.3 Information required
The assessment data: Formative and summative assessment data on the programme can be compared with initial assessment data to track changes in level of knowledge and skills.
2.4 How will this data be collected?
  • Individual learner results from the following will be compiled together to provide an overview of all learners on the programme. Average results will need to be calculated for reporting purposes (Individual results only to be considered if results data from one particular student is significantly affecting overall averages, then reasons can be provided and this student, and, if necessary, shown separately and removed from the average to provide more accurate representations.
  • Compilation of results data from initial assessments, prior to starting on the programme
  • Results from any diagnostic assessments prior to starting a new subject/ topic area
  • Results from formative assessments during the programme (important to track changes in knowledge/ ability)
  • Results from summative assessments collected after students have completed final assessment tasks on each module/ unit. Overall summative data will need to be presented in a separate graph/ chart
2.4 How it will be recorded?
  • Results will be recorded individually via the assessment feedback structure
  • Individual results to be recorded in Individual learning plans and in student records
  • Group results to be recorded on a programme and module/ unit level- This table will be converted into a graph for easy visual interpretation of performance across different units
  • Programme results need an average of individual results for each unit for the whole group- This table will be converted into a graph for easy visual interpretation of average whole group results across different units
  • Any anomalies (very high or very low score) will be investigated and reasons provided. (Consideration should include whether there is an underlying issue where support can be provided. Other considerations might include whether the learner is on the right programme level)
What it will show?
  • The data will demonstrate the change in knowledge/ skills that has occurred because the learners have studied the programme/ completed the training.
  • It will also show whether programme aims and learning objectives have been achieved as assessment will be closely linked to these.
  • The effectiveness of teaching, learning, resources and assessments can be derived from different units and group performance
  • Gaps in knowledge can be identified on an individual or group level. (This can then be addressed either during or after completion of any particular unit). If this is an end of programme review, changes will be made for the next group of learners.
2.2 How will it be used? (Objectives of evaluation)
The data can be used by comparing assessment result of different units/ modules and looking at areas of the programme where learners performed well and where they did not. This can then be used to find out exactly which areas of the learning programme need to be improved. Any improvements can be built into the programme for the next modules/ units, or individual learning needs can be addressed through one-to-one support.

 

 

Chapter 3. Evaluating the Effectiveness of a Learning Programme

3.1 Apply selected methods to evaluate the effectiveness of a learning programme.
3.2 Apply selected methods to collect data to evaluate the effectiveness of a learning programme.
3.3 Analyse data collected to evaluate the effectiveness of a learning programme.
3.4 Apply relevant guidelines and legislation relevant to data collection and analysis.
3.5 Present an analysis of evaluation results.
3.6 Explain how evaluation results can be used to improve the effectiveness of a learning programme.

 

Evaluating a learning programme

For a learning programme that you are familiar with:

Use the evaluation framework you have devised in Chapter 2 to:

  1. Decide and explain how you will evaluate your learning programme (3.1)
  2. Collect the data you need to evaluate the learning programme. (3.2)
  3. Provide graphs/ tables and charts of data you have collected and explain what it shows (interpret the data 3)
  4. Answer the following questions:
    • What does the data show?
    • What are the reasons for this?
    • Which areas of the programme were the strength areas?
    • Are there any areas of weakness? Why has this happened?
    • Explain the following legal and ethical considerations you have made in collecting, storing and interpreting this data:
      1. Confidentiality
      2. Data protection
      3. Equal opportunities
      4. Disability discrimination
  1. Present your evaluation data and results from all Chapters in this unit as one quality assurance Use tables, graphs and charts to show the results of your evaluation. Ensure that you have provided explanations under each table/ graph/ chart to interpret your data. (3.5)
  2. In your evaluation document explain how you intend to take your findings forward to make changes/ improvements to the learning programme/ programme plan/ assessment strategy. (3.6)

The following headings can be used to structure your evaluation report (Use tables and charts where possible to make information easy to access)

  • Introduction and rationale
  • Background to programme and learners
  • Aim of this report
  • Research methods:
  • How information was collected and why
  • How information will be presented and used
  • Any other considerations
  • Qualitative data and results
  • Analysis of data
  • Quantitative data and results
  • Analysis of data
  • Overall comparisons of data against previous year(s), targets, and national benchmarks
  • The overall success of the programme
  • Strength areas
  • Areas of weakness
  • Recommendations for continual improvement

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