Learning outcomes will be assessed through:
1. A reflective report using key issues from literature to review three aspects of own assessment practice 50% (1000 words) (LOs 1,2,3,4,5,6)
2. Teaching File elements comprising: evidence of initial, formative or summative assessment with your feedback; a group or several individual learner profiles; documentation showing assessment outcomes recorded or reported; an observation report from Mentor/Tutor. (50%) (1000 word equivalent) (LOs 2,3,4,5,6)

All assessment tasks must be passed.

Minimum Core
Through your Individual Learning Plan, you will provide appropriate evidence of planning to develop your practice in literacy, language, mathematics and information communication technologies. This ILP will form the basis for each of your post module tutorials.

In relation to your experience of managing learning, you will consider a range of methods and types of assessment and apply them as appropriate in practice, demonstrating how different types of assessment can be used to meet the individual needs of learners. You will be introduced to key principles and processes of assessment showing how they relate to learning and will consider approaches to identifying learners' needs, progress and achievement. You will review the assessment requirements of a particular programme of learning, conduct an assessment and provide a rationale for your conclusions.

During this module you will participate in a range of teaching and learning strategies, for example: discussions, individual and group tasks, presentations, observation of experienced practitioners; workshop activities, reading and research, blended learning, guest speakers, demonstration of own practice, reflection and self assessment.

http://www.teachingenglish.org.uk/think/methodology/learning_style.shtml
http://www.geoffpetty.com/
http://tip.psychology.org/

ES 1 Designing and using assessment as a tool for learning and progression.
ES 2 Assessing the work of learners in a fair and equitable manner.
ES 3 Learner involvement and shared responsibility in the assessment process.
ES 4 Using feedback as a tool for learning and progression.
ES 5 Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress.
EK 1.1 EK 1.2 EK 1.3. EP 1.1 EP 1.2 EP 1.3 EK 2.1 EK 2.2 EK 2.3. EK 2.4 EP 2.1 EP 2.2 EP 2.3 EP 2.4 EK 3. EK 3.2 EP 3.1 EP 3.2 EK 4.1 EK 4.2 EP 4.1 EP 4.2
EK 5.1 EK 5.2 EK 5.3 EP 5.1 EP 5.2 EP 5.3

ARMITAGE, A., BRYANT, R., DUNNILL, R., HAYES, D., HUDSON, A., KENT, J., LAWES, S. AND RENWICK, M. (2003) Teaching and Learning in Post-Compulsory Education; Buckingham, Open University Press, 2nd edition.
CURZON, L. (2004) Teaching in Further Education; London, Continuum, 6th edition.
GRAY, D., GRIFFIN, C. AND NASTA, T. (2000) Training to Teach in Further and Adult Education; Cheltenham, Nelson Thornes.
HUDDLESTON, P. AND URWIN, L. (2002) Teaching and Learning in Further Education; London, Routledge, 2nd edition.
PETTY, G. (1998) Teaching Today, Cheltenham, Nelson Thornes.
ROGERS, A. (2002) Teaching Adults; Maidenhead, Open University Press, 3rd edition.