UET3/UET4 TASK 03

Induction Leaflet

Although the brief asked for a leaflet, I felt that this was an ideal opportunity to create an artefact that would actually benefit new members of staff. The result is an induction booklet.

Feedback:
“Russell, this is an exemplary guide to assessment, which is original, innovative and truly accurate. You have extensively recommended highly appropriate strategies and approaches to meet the: 1)Awarding organisations, assessment criteria. 2)Provide stimulating and challenging learning and assessment methods/tools. 3) Thoroughly explain the purpose of specific standardisation procedures.

You demonstrate highly accomplished assessment skills and knowledge.”

 

Accreditation of Prior Learning PTTLS Level 3 Certificate ?

To evidence my prior learning and to demonstrate my application of theories & principles of assessment; the production of my Level 3, PTTLS certificate is required (please see below). I completed this course in 2009, which as stated in Task 03 of UET6, my tutor referred to my approach as being conscripted, I can not argue this. However, I can reflect upon my work from then and state that I was developing and forming an awareness of different assessment methods. During one of the assignments, I stated about methods of ‘Assessment For Learning’, where I referenced the creative arts and how a visual portfolio, is still the most effective tool for measuring a learners prior knowledge and application. In this assignment, it is interesting that I went into detail about the use of feedback forms; specifically, hand-written forms, where a carbon copy could be given to the learner to reference. I suppose that nine years ago, ‘Virtual Learning Environments’ (VLE’s), were still in their infancy and that physical paper trails were vital for both teacher and learner to keep track of learning & assessment.

Group Profile & Target Setting

The group profile that I created can be found ‘here‘; as stated, this is a fictitious document, which is not based on any single, past or present learner under my duty of care. It has been formed from an amalgam of observations, experiences and hypothetical proposals to highlight the various differentiation strategies for learning and assessment. To accompany this, as part of our ‘Assessment Strategies’ development, we are to produce a range of ‘Target Setting’ examples. Targets are typically extrapolated from the curriculums learning objectives and in conjunction with the learners’ personal needs and requirements can be formed into ‘SMART Targets’; these custom targets, further support and enhance a differentiated teaching, learning and assessment approach.

SMART is an acronym for Specific, Measurable, Attainable, Realistic and Timely; there are of course variances and additions to those terms. However, the overall objective is to set clear, proximal targets, that are obtainable, where the results can be evidenced and measured.

According to protocol, these targets are to be formulated by the learners; however, from experience, they typically do not form targets that are considered SMART. Generally, they write vague goals that could be categorised as inevitable. For example, one such target generated by a learner was:

‘Hand in my work tomorrow’

Even though it was clear, it could be measured through the submission, it was very attainable, the realism of the task was foreseen and the time aspect was indeed short term; it was not SMART. It does not evidence any developmental components, it is not reflective and it will not encourage the growth of distal objectives that seek to stretch and challenge the learner.

In response to the learners not generating SMART targets, I have integrated the formation of these into personal tutorials; during which, goals can be discussed and agreed upon. Please see the document below, for some examples of tutorial based, SMART targets that can be used to challenge the learners’ Curriculum Development, key & Study Skills and Personal Goals.

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