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Assessing Learning in the Lifelong Learning Sector: 2nd by Jonathan Tummons

By Jonathan Tummons

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The problem is the age of the machines ± they're too old, and as a result they're too slow. Some of the software is okay, but some of it does need updating. The learners get impatient sometimes waiting for things to happen, and so do I. You may have drawn out some of the following themes: . . For John, validity is enhanced by the provision of an authentic, realistic environment where assessment can be carried out in a workplace style setting. The previous year, however, the construct validity of the assessment will have been reduced because of the lack of animals.

So, if two work-based learners are being observed at the same time, the assessors will be basing their judgement about the learners' competence on the same criteria. If the two assessors switched places, the result would be the same. The language used during the assessment process is clear, unambiguous and inclusive. Use of language has to be considered in broad terms. Learners will be exposed to a range of written and spoken instructions or resources at different stages of the assessment process: in the written instructions for the test paper or the portfolio activity and in spoken instructions given by an assessor during a workplace visit.

This evaluation will be communicated through feedback, both written and oral (feedback is dealt with in more detail in Chapter 6). As well as completing their assessment, Jenny wanted her learners to think about both the process and the results of that assessment. This can be seen as a form of self-assessment, where each learner is encouraged to cast a critical eye over their own work. This could take place both before and after the submission of a piece of formal assessed work. In this piece of reflective writing, Nicky, a workplace assessor, is describing a one-to-one tutorial session.

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