The purpose of the unit is to enable the learner to understand the theories, principles and applications of formal and informal assessment and apply them to the design and conduct of informal and formal assessment to enable learning and progression. It covers expectations in relation to the Minimum Core in relation to enabling learning through assessment. It enables the learner to evaluate their own assessment practice to enable learning and progression.

Completed Certificate in Teaching in the Lifelong Learning Sector or recognised legacy qualification, as defined by the Institute for Learning: http://www.ifl.ac.uk/membership/initial-teacher-training-itt/tariff-database
Details of the qualification can be found at LSIS:
http://www.excellencegateway.org.uk/page.aspx?o=320912

(1) Present an analysis, justification and evaluation of modes of assessment used within your teaching practice (750 words) (50%) (LO1,2,5)

(2) Observation reflection, focusing on assessment principles and practice (750 words) (50%)(LO5)

(3) Complete a current and satisfactory observation of your teaching practice (0%) Appendices as appropriate (0%) (LO3,4)

Books

Black, P. et al (2003) Assessment for Learning, Buckingham, Open University Press

Coffield, F. and William, B. (2011) From Exam Factories to Communities of Discovery IoE: UK

Coffield, F. et al. (2004) Should we be using learning styles? What research has to say to practice LSN [online]

Gravells A. (2011) Principles and Practice of Assessment in the Lifelong Learning Sector (2nd Edition) Exeter Learning Matters

Petty, .G. (2009) Evidence Based Teaching Nelson Thornes: UK

Murphy P. (2005) Learners, learning & Assessment London Sage

Powell S. & Tummons J. (2011) Inclusive Practice in the Lifelong
Learning Sector Learning Matters: UK

Tummons J. (2011) Assessing Learning in the Lifelong Learning Sector (3rd Edition) Learning Matters: UK

Wallace S (2011) Teaching Tutoring and Training in the Lifelong Learning Sector (4th Edition) Learning Matters: UKż

Textbooks, video recorders, available technology, e.g. VLE, PCs and interactive whiteboards.
Course digitisation pack of key literature available from Blackboard VLE

Weblinks

The Department for Business Innovation & Skills (FE Section) http://www.bis.gov.uk/policies/further-education-skills

The Equality and Human Rights Commission: http://www.equalityhumanrights.com/, including specific guidance for providers in the lifelong learning sector.

The Excellence Gateway:
http://www.excellencegateway.org.uk/

Resources and advice for teaching in the lifelong learning sector including an overview of assessment and an assessment starter kit for language literacy and numeracy teachers.

The Guardian Education http://www.guardian.co.uk/education

The Institute for Learning http://www.ifl.ac.uk/

The Learning and Skills Improvement Service http://www.lsis.org.uk/Pages/default.aspx

Lynda (via Staffordshire University) http://www.staffs.ac.uk/about_us/university_departments/information_services/learning_support/training/lynda/

Ofsted http://www.ofsted.gov.uk/adult-learning-and-skills
The Office for Standards in Education

Staffordshire University Careers Centre http://www.staffs.ac.uk/business_solutions/careers_centre/index.jsp

The Times Education Supplement http://www.tes.co.uk/

This module focuses on the purposes, principles and practice of formal and informal assessment. As a work based course, candidates will design their own assessment for their peers to complete and give feedback. This enables candidates to reflect and evaluate on key principles of assessment and feedback. Having addressed issues of inclusion and assessment for learning, they will evaluate their own classroom practice. The emphasis is on improving their own assessment practice so that it is more inclusive for their learners and promotes as well as measures learning.

As well as this, candidates will have to explore differing approaches to gaining feedback from learners. These differing approaches are evaluated in terms of their utility for developing personal professional practice.

In general, this module will include traditional learning material, such as hand-outs and reading material. Alongside this, electronic presentations, learning materials, tutor and peer support will be made available. In addition to this, trainees will be briefed on assignments, which include clearly defined and varied assessment learning outcomes.