Enabling Learning and Assessment

Topics: Educational psychology, Assessment, Learning Pages: 8 (2496 words) Published: January 13, 2013
Enabling learning and Assessment

1. The purposes of assessment

Assessment is the process of evaluating an individual’s learning. It involves generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards.

Tummons suggested that:

‘With assessment we can:
* Find out if learning has taken place;
* Diagnose learners needs;
* Provide public acknowledgment and certification of learning * Allow processes of selection to be carried out;
* Provide way to evaluate learning programmes;
* Motivate and encourage learners.’

Tummons (2009:5)

Written justification of assessment methods

I have chosen to do Holding and aiming in the prone position, I would do this by getting the SUT in the tramline formation. This is where they will number off in pairs, so all the No.1’s on one side of the room whilst all the No.2’s are on the other side of the room. I will get the No.1’s to conduct the drill when I give the word of command. The No.1’s will be ensuring they adopt the prone position correctly, going through the 9 key point check list and taking aim on the target. Whilst this is happening the No.2’s will be observing throughout looking for any mistakes. Once the No.1’s have completed the drill I will go down the line asking the No.2’s if they observed any mistakes. By doing this I am getting the SUT to give out peer assessment on the progress of his/hers drill on the weapon system as this can develop and motivate student. The student will also have their own self assessment; this is where the students are assessing their own progress throughout the lesson. These methods encourage the SUT to make decisions about what has been learnt so far, and to reflect on aspects for further development. Once the No.1’s have completed the drill, the same process will happen with the No.2’s and the No.1’s looking and observing for any mistakes. Whilst all this is going on I will be looking for any mistakes as I watch from one end of the tramline formation, this is called tutor assessment and can help give feedback to the student to guide them on their strength and areas of development. This is also known as formative assessment so it can provide for me a continuous source of information about the students’ progress, improvement and problems encountered in the learning process, so I together we can develop their confidence and competence on the weapon system.

2. Practical assessment

a) Aim

The aim of a practical assessment in a classroom environment is to ensure that when handling a weapon system that the necessary measures and safety precaution is carried out correctly and sufficiently. It is my aim to make sure that the SUT carry out the drills correctly, if however people are struggling to adapt to the new drills then it’s up to me the instructor to change my approach to the individual learning style.

b) Reason for selecting practical learning assessment

We use practical assessment in the army especially when teaching a particular subject like Skill at Arms to help us as a teacher to confirm that the SUT have understood the correct handling of the weapon. It’s not only a confirmation for the teacher but a confirmation for the individual that he/she has took on board the new skill and knowledge they have been taught in the lesson. During the lesson, when I have demonstrated a new drill, the SUT are required to imitate the drill whilst I explain and demonstrate it, taking it step by step. Once I am happy that the SUT have grasped the new drill, a confirmation is done to ensure that the SUT understands the new weapon drill. This will be done when I give the word of command and the SUT carrying out the drill without any help or guidance as I watch and observes for any mistakes that the SUT may do. In order for the SUT to use blank or live ammunition on exercise or on the ranges, they are required to pass a Weapon...
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