{"id":4443,"date":"2019-09-07T06:21:41","date_gmt":"2019-09-06T20:21:41","guid":{"rendered":"https:\/\/casestudyhelp.com\/sample-questions\/?p=4443"},"modified":"2019-09-07T08:26:23","modified_gmt":"2019-09-06T22:26:23","slug":"unit-2-assessment-examples-developing-teaching-learning-assessment-in-education-and-training","status":"publish","type":"post","link":"https:\/\/casestudyhelp.com\/sample-questions\/unit-2-assessment-examples-developing-teaching-learning-assessment-in-education-and-training\/","title":{"rendered":"FINAL SESSION Assessment Essay examples for: Developing teaching & Individual learning goals training Specification"},"content":{"rendered":"

Section 2 – Be able to apply theories, principles and models of learning, communication and assessment to planning inclusive teaching and learning<\/strong><\/p><\/blockquote>\n

2.2.1 Use initial and diagnostic assessments to discover learners\u2019 individual goals and learning preferences .<\/strong><\/p>\n

The student should submit completed copies of initial and diagnostic assessments of learners\u2019 individual goals, performance., and wider assessment of learning preference, RPL and support needs.The student should remember the importance of data protection.
\n2.2.2 Devise a scheme of work taking account of:<\/strong><\/p>\n

\u2022\u00a0\u00a0 \u00a0the needs of learners
\n\u2022\u00a0\u00a0 \u00a0the delivery model
\n\u2022\u00a0\u00a0 \u00a0internal and external requirements.<\/p>\n

The student should submit a scheme of work for a 6 week course. This should be designed and completed by the student, it should not be group work or company documents.<\/p>\n

\"order-this-assignment\"<\/a><\/p>\n

2.2.3 Design teaching and learning plans (session plans) which take account of:<\/strong><\/p>\n

\u2022\u00a0\u00a0 \u00a0the individual goals, needs and learning preferences of all learners
\n\u2022\u00a0\u00a0 \u00a0curriculum requirements<\/p>\n

The student should submit 6 teaching and learning plans (session plans) which take account of the individual goals, needs and learning preferences of all learners and of curriculum requirements<\/p>\n

2.2.4 Identify opportunities for learners and others to provide feedback to inform inclusive practice<\/strong><\/p>\n

The student should write an essay explaining the methods that their learners can use to provide feedback in order to inform inclusive practice. Also consider feedback from others , for example, informal and formal observations, peer assessment and IV\/EV feedback. (400 words minimum)<\/p>\n

2.2.5 Explain how the student\u2019s own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment.<\/strong>
\nThe student should write an essay explaining how their own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment. (500 words minimum)<\/p>\n

Section 3 – Be able to apply theories of behaviour management to creating and maintaining a safe, inclusive teaching and learning environment<\/strong><\/p>\n

2.3.1 Analyse theories of behaviour management<\/strong>
\n2.3.2 Establish and sustain a safe, inclusive learning environment<\/strong><\/p>\n

The student should write a brief essay analysing theories of behaviour management, and how these theories help to maintain a safe and inclusive learning environment. (500 words minimum)<\/p>\n

2.3.3 Explain how the student\u2019s own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management.<\/strong><\/p>\n

The student should complete a reflective piece showing how their own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management. (500 words minimum)<\/p>\n

Section 4 – Be able to apply theories, principles and models of learning and communication to delivering inclusive teaching and learning<\/strong><\/p>\n

2.4.1 Design resources that:<\/strong>
\n\u2022\u00a0\u00a0 \u00a0actively promote equality and value diversity
\n\u2022\u00a0\u00a0 \u00a0meet the identified needs of specific learners<\/p>\n

The student should submit three examples of resources which they have created:
\nPowerPoints
\nHandbooks
\nOHPs
\nManuals
\nAny other type of resource, including photographs and descriptions of physical resources<\/p>\n

2.4.2 Demonstrate flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including modern technology, to meet the needs of individual learners.<\/strong>
\nThe student will demonstrate this during the observed sessions.<\/p>\n

2.4.3 Demonstrate ways to promote equality and value diversity in the student\u2019s own teaching<\/strong>
\nThe student will demonstrate this during the observed sessions.<\/p>\n

2.4.4 Communicate with learners, learning professionals and others to meet individual learning needs and encourage progression.<\/strong>
\nThe student will demonstrate this during the observed sessions.<\/p>\n

2.4.5 Explain how the student\u2019s own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication.<\/strong><\/p>\n

The student should complete a reflective piece on a session that has been completed, explaining how the student\u2019s own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication. (300 words minimum)<\/p>\n

 <\/p>\n

Section 5 – Be able to apply theories, models and principles of assessment to assessing learning in education and training<\/strong><\/p><\/blockquote>\n

2.5.1 Design assessments that meet the individual needs of learners.<\/strong>
\nThe student should submit an example of an assessment which has been designed by themself to meet the individual needs of the learners. Please submit 2.5.5 with this assignment,.<\/p>\n

2.5.2 Demonstrate flexibility and adaptability in using types and methods of assessment to meet individual learning needs and assessment requirements.<\/strong>
\nThe student will demonstrate this during the observed sessions.
\n2.5.3 Demonstrate the use of assessment data in:<\/strong>
\n\u2022\u00a0\u00a0 \u00a0monitoring learners\u2019 achievement, attainment and progress
\n\u2022\u00a0\u00a0 \u00a0setting learners\u2019 targets
\n\u2022\u00a0\u00a0 \u00a0planning subsequent sessions
\n\u2022\u00a0\u00a0 \u00a0recording the outcomes of assessment
\nThe student will demonstrate this during the observed sessions.
\n2.5.4 Communicate assessment information to other professionals with an interest in learner achievement.<\/strong>
\nThe student will demonstrate this during the observed sessions.<\/p>\n

2.5.5 Explain how the student\u2019s own assessment practice has taken account of theories, models and principles of assessment.<\/strong><\/p>\n

The student should complete a brief essay explaining how the assessment designed within 2.5.1 is linked to theories, models and principles of assessment.<\/p>\n

\"confidential\"<\/a><\/p>\n

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Section 6 – Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning.<\/strong><\/p>\n<\/blockquote>\n

2.6.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning<\/strong>
\nThe student will demonstrate this during the observed sessions.<\/p>\n

2.6.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning<\/strong>
\nThe student will demonstrate this during the observed sessions.<\/p>\n

Section 7 – Be able to apply theories and models of reflection and evaluation to the evaluation of own practice in planning, delivering and assessing inclusive teaching and learning.<\/strong><\/p><\/blockquote>\n

2.7.1 Use theories and models of reflection to evaluate the effectiveness of the student\u2019s own practice in planning, delivering and assessing inclusive teaching and learning.<\/strong><\/p>\n

2.7.2 Analyse ways to improve the student\u2019s own practice in planning, delivering and assessing inclusive teaching and learning<\/strong>.
\nThe student should complete three reflective pieces using a number of different models of reflective practices. These pieces should look at the effectiveness of the student\u2019s own practice in planning, delivering, and assessing inclusive teaching and learning, and methods of improvement of the student\u2019s practice.<\/p>\n

\n

Section 1 – Understand roles, responsibilities and relationships in education and training.<\/strong><\/p>\n<\/blockquote>\n

3.1.1 Analyse your own role and responsibilities in education and training.<\/strong>
\n3.1.2 Analyse the relationships and boundaries between the teaching role and other professional roles.<\/strong>
\nThe student should analyse their own role and responsibilities in education\/training, and the relationships and boundaries between the teaching role and other professional roles. (400 words minimum)<\/p>\n

3.1.3 Summarise the key aspects of legislation, regulatory requirements and codes of practice relating to the student\u2019s own role and responsibilities.<\/strong>
\nThe student should write an essay explaining the key aspects of legislation, regulatory requirements and codes of practice relating to their own role and responsibilities. (500 words minimum)<\/p>\n

3.1.4 Describe points of referral to meet the needs of learners<\/strong>
\nThe student should complete a table of both internal referral points and external referral points within their own working environment. (Referral points are individuals or organisations to which learners can be referred if they present with needs which you cannot personally meet) (500 words minimum)<\/p>\n

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Section 2 – Be able to use initial and diagnostic assessment to agree individual learning goals with learners.<\/strong><\/p>\n<\/blockquote>\n

3.2.1 Explain why it is important to identify and meet the individual needs of learners<\/strong><\/p>\n

3.2.2 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals<\/strong>
\nThe student should complete a brief essay explaining why it is important to identify and meet the individual needs of learners and how to use initial and diagnostic assessment in agreeing individual learning goals. (350 words minimum).<\/p>\n

3.2.3 Use methods of initial and diagnostic assessment to agree individual learning goals with learners.<\/strong><\/p>\n

3.2.4 Record learners\u2019 individual learning goals.<\/strong>
\nThe student should submit an example of a record of individual learning goals.<\/p>\n

\n

Section 3 – Be able to plan inclusive teaching and learning.<\/strong><\/p>\n<\/blockquote>\n

3.3.1 Devise a scheme of work in accordance with internal and external requirements<\/strong><\/p>\n

3.3.2 Design teaching and learning plans that respond to:<\/strong><\/p>\n

\u2022\u00a0\u00a0 \u00a0the individual goals and needs of all learners
\n\u2022\u00a0\u00a0 \u00a0curriculum requirements
\nThe student should submit a scheme of work and associated session plans.<\/p>\n

3.3.3 Explain how the student\u2019s own planning meets the individual needs of learners.<\/strong><\/p>\n

3.3.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners.<\/strong>
\nThe student should complete a reflective piece explaining how their planning meets the individual goals and needs of all learners and also curriculum requirements.
\nThe student should discuss ways in which plans can be adapted to meet individual student\u2019s needs. (600 words minimum)<\/p>\n

3.3.5 Identify opportunities for learners to provide feedback to inform inclusive practice<\/strong>
\nThe student should complete a reflective piece explaining the opportunities which exist within their own work environment for learners to provide feedback to inform inclusive practice (300 words minimum).<\/p>\n

\n

Section 4 – Be able to create and maintain a safe, inclusive teaching and learning environment.<\/strong><\/p>\n<\/blockquote>\n

3.4.1 Explain why it is important to promote appropriate behaviour and respect for others<\/strong><\/p>\n

3.4.2 Explain ways to promote equality and value diversity<\/strong><\/p>\n

3.4.3 Establish and sustain a safe, inclusive learning environment<\/strong><\/p>\n

The student should complete a policy document explaining the following issues:
\n\u2022\u00a0\u00a0 \u00a0The importance of promoting appropriate behaviour and respect for others.
\n\u2022\u00a0\u00a0 \u00a0Ways to promote equality and value diversity.
\n\u2022\u00a0\u00a0 \u00a0How we establish and sustain a safe, inclusive learning environment.
\nThis policy document should be written as though writing for a company. (600 words minimum)<\/p>\n

\n

Section 5 – Be able to deliver inclusive teaching and learning.<\/strong><\/p>\n<\/blockquote>\n

3.5.1 Analyse the effectiveness of teaching and learning approaches used in the student\u2019s own area of specialism, in relation to meeting the individual needs of learners<\/strong><\/p>\n

3.5.2 Analyse the benefits and limitations of communication methods and media used in the student\u2019s own area of specialism.<\/strong><\/p>\n

3.5.3 Analyse the effectiveness of resources used in the student\u2019s own area of specialism in relation to meeting the individual needs of learners.<\/strong><\/p>\n

3.5.4 Use inclusive teaching and learning approaches and resources, including modern technology, to meet the individual needs of learners.<\/strong>
\nThe student should complete a reflective piece on a teaching session which they have completed. They should submit a session plan for the session being discussed. The following topics should be discussed:
\n\u2022\u00a0\u00a0 \u00a0The effectiveness of teaching and learning approaches used in the student\u2019s own area of specialism, in relation to meeting the individual needs of learners.
\n\u2022\u00a0\u00a0 \u00a0The benefits and limitations of communication methods and media used in the student\u2019s own area of specialism
\n\u2022\u00a0\u00a0 \u00a0The effectiveness of resources used in the student\u2019s own area of specialism in relation to meeting the individual needs of learners.
\n\u2022\u00a0\u00a0 \u00a0The inclusive nature of teaching and learning approaches and resources, including modern technology, to meet the individual needs of learners.
\n600 words minimum)<\/p>\n

3.5.5 Demonstrate ways to promote equality and value diversity in the student\u2019s own teaching.<\/strong><\/p>\n

3.5.6 Communicate with learners and learning professionals to meet individual learning needs.<\/strong>
\nThese learning outcomes will be demonstrated during your observations.<\/p>\n

3.5.7 Adapt teaching and learning approaches and resources, including modern technology, to meet the individual needs of learners.<\/strong>
\nThe student should complete a reflective piece discussing occasions when they have adapted teaching and learning approaches and resources, including modern technology, to meet the individual needs of learners. (400 words minimum)<\/p>\n

\n

Section 6 – Be able to assess learning in education and training.<\/strong><\/p>\n<\/blockquote>\n

3.6.1 Explain the purpose and types of assessment used in education and training.<\/strong><\/p>\n

3.6.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners.<\/strong>
\nThe student should complete an essay explaining the purpose of assessment in education and training, discussing the different types of assessment which can be used. Also analysing the effectiveness of various assessment methods (essays, exams, observations, etc) in relation to meeting the needs of learners. (600 words minimum)<\/p>\n

3.6.3 Use methods of assessment, including peer- and self-assessment to:<\/strong>
\n\u2022\u00a0\u00a0 \u00a0involve learners in assessment
\n\u2022\u00a0\u00a0 \u00a0meet the individual needs of learners
\n\u2022\u00a0\u00a0 \u00a0enable learners to produce assessment evidence which is VACSR (valid, authentic, current, sufficient and reliable)
\n\u2022\u00a0\u00a0 \u00a0meet internal and external assessment requirements<\/p>\n

3.6.4 Use questioning and feedback to contribute to the assessment process.<\/strong><\/p>\n

3.6.5 Record the outcomes of assessments to meet internal and external requirements.<\/strong><\/p>\n

3.6.6 Communicate assessment information to other professionals with an interest in learner achievement<\/strong>
\nThis will be demonstrated during the observation.<\/p>\n

\n

Section 7 – Be able to implement elements of the minimum core in planning, delivering and assessing inclusive teaching and learning.<\/strong><\/p>\n<\/blockquote>\n

3.7.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning<\/strong><\/p>\n

3.7.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning.<\/strong>
\nThis will be demonstrated during the observation.<\/p>\n

\n

Section 8 – Be able to evaluate your own practice in planning, delivering and assessing inclusive teaching and learning<\/strong><\/p>\n<\/blockquote>\n

3.8.1 Review the effectiveness of the student\u2019s own practice in planning, delivering and assessing inclusive teaching and learning, taking account of the views of learners and others<\/strong><\/p>\n

3.8.2 Identify areas for improvement in the student\u2019s own practice in planning, delivering and assessing inclusive teaching and learning.<\/strong>
\nThe student should complete a reflective piece on the effectiveness of their own practice in planning, delivering and assessing inclusive teaching and learning, taking account of the views of learners and others. The student should also identify areas for improvement in their own practice in planning, delivering and assessing inclusive teaching and learning. (800 words minimum)<\/p>\n