Making and recording assessments helping to determine teaching methods deployed, progress and outcomes is an ongoing process for both teachers and learners.
The information collected ensures maintainance of standards, provides data for Quality Assurance Systems and evidences learners progress.Information is then compiled, recorded and referred to, enabling the teacher to include differentiated activities on session plans and facilitating constructive feedback. Initial assessments are completed by learners to ascertain individuals motivation in enrolling, prior knowledge/experience, preferred learning methods, goals and expectations. Plus health questionnaires disclosing any ongoing health issues or disabilities that require assistance or adaptations.With a physical subject such as dance initial assessment includes observing learners performance in terms of correct stance, balance, general co-ordination, following a beat and communication skills. Assessment is also made from discussions and question and answer sessions together with information recorded on ILP’s.
The results are then set down on group profiles and records of initial assessment for reference when planning inclusive and differentiated sessions. Formative assessments, updating progression information, are continually made during the course through question and answer sessions, group and individual discussions.In my subject this would cover history, styles, terminology and feedback on whether learners feel they are attaining their goals. Observation of performance allows assessment of isolation technique, correctly executing moves, safe transistions plus how learners relate to the music.
Throughout the course you continually assess how well learners are retaining information by asking to perform combinations of moves by name alone and how they work with their peers. Outcomes and constructive feedback are then recorded on ILP’s and tracking sheets, detailing dates of achievements and progression.This evidence of achievement is accessible to learners allowing them to chart their progress and identify their strengths. Verbal feedback is given to assist, enthuse, motivate and support the learners offering suggestions for improvement, if felt necessary.
By observing general demeanour such as how easily a learner integrates within the group and attendance records you can also assess if an individual may have problems outside of the college that is affecting their learning and take appropriate action, if requested. Assessment methods and evaluation is also recorded on mid course reviews by both teacher and learners.Summative assessment takes place at the end of the course giving a final record of learners accomplishments such as confidently learning, remembering and performing a routine. RARPA is also recorded when the course finishes taking into account all the afore mentioned assessments allowing for a negative, positive or partial outcome answer. End of course reviews will record whether learners feel they have successfully reached personal and group goals. Feedback from the teacher will also be recorded on ILP’s along with achievements and advise on available progression.
