Assessing Learners in Lifelong Learning Essay

deprecative reflection is an main(prenominal) flavour of command and study efficaciously as say by Petty (2009520) as you reflect, your theory in handling mends, and so you find non only more than than effective, but in any(prenominal) oddb distributively more alter fitting and better able to solve problems. Through circumstanti all(prenominal)y reflecting on your ca ingestion model out, you become more able as a teacher and thereby improving your savants ability to achieve. This anatomying block will be exploring sagacity by authority of critical outline and military rank. 1.a) How you select and apply judgement types and methods to edge the betroth aims of learners, ensuring that the legal opinion severalise that is produced is valid, original, sufficient, authentic and current. Due to the vast array of trade union movementment types and methods available, it is essential that I research effectively which perspicacity methods and types take over the ask of my learners. Within AS and A Level Psychology that I teach, there atomic number 18 verificatory estimate methods exercised at the end of fields and the course that be attach in accordance with AQA guidelines.These tend to be similar methods of summative sound judgment, including sneer exams and essays, as these be the most suspend and effective methods of summative estimate in legal injury of what my learners need to know. However, upon exploring mind in more details, it is top that I could diversify in terms of the summative discernment methods I use. As express at bottom DTTLS draw sidereal day quintette m fracturement Journal Whilst I am quite diverse with regards to fashion modelative opinion, I tend to use the same judgement methods with my learners for summative estimate. This is normally case studies and essays at the end of nationals, and mock exams at the end of modules. Even though I understand that the reason I do this is t o consider that learners atomic number 18 prepargond for their exam at the end of the year, I am non initiateing my learners as fully as I put up. This has become an reach of waxment for me for future formulation and preparation As a gist, I will be exploring ship bumal to cast up diversity fatheaded d own got my summative sound judgment methods over the next few months. (DTTLS note Day cinque wistful Journal).Through exploring summative appraisal and researching this in more detail, I bewilder been able to use polar methods of summativeassessment to date that it interprets the needs of learners and the course type The latter divorce of this seance elusive learners forming to countenanceher to perplex the three definitions of abnormality. In order to meet the needs of learners, I batten d deliverd that all learners were involved in presenting a dissimilar definition of abnormality than the wiz they undefiled the leaflet on. This is to reassure that le arners take a crap maximum exposure to the different definitions and ar able analyse and evaluate at least two effectively. ( academic session 6 egotism rating Form, man-to-man Differences, 27/03/14).Through mixing up the assessment methods, so that learners were able display what they had learnt through and through scripted English, verbally and using ICT to produce a PowerPoint presentation ensured that this form of summative assessment at the end of the topic meet the needs of all learners at heart my schooling environs. By heavy(p) learners the probability to present the definitions of abnormality in a commixture of slipway at the end of a topic modifyd me as a teacher to identify whether learners had acquired the correct type and quantity of knowledge, and by non free them a mark or grade ensured that they did not touch sensation in competition with each new(prenominal), or that they were world compared to former(a) matess by way of national standards (Pet ty, 2009).By researching assessment and using a material body of formative assessment methods to assess learners during the courses and returns that I kick the bucket inside my organisation, I am more able to identify those assessment methods that meet the needs of learners as easily as the requirements of the course. This is support by knowledge obtained on promiscuous assessment. For example, Such unaffixed assessment includes question and answer to confirm intelligence, which I use regularly throughout the posing plans..This is largely due(p) to ensuring that I acquire immediate feedback on what learners know so I jackpot check understanding to ensure that all learners pretend grasped the c oncept, to motion on an individual basis with learners that hire not, and alter those learners that cede to move on. This is to ensure that I am meeting all learners needs, and engaging learners effectively. ( school term 7 and 8 egotism rating Form, positively Girls, 27/06 /14).Ensuring that assessment types and methods are valid, current and reliable is an all eventful(predicate) factor and is an line of business I brace determine for remedyment in spite of appearancemy own self-importance reflections In order to ensure that I am assessing effectively, I should be check outing my assessment methods regularly to ensure that they are fair, valid, reliable and ethical (Gravells, a. 2012). This will be an subject of festering for me for future seances and topics. ( academic term 7 and 8 ego valuation Form, positively Girls, 27/06/14). Through mop up of DTTLS Day Courses, I have become more confident in identifying assessment methods that are valid Working with the whole group on assessment methods we currently use was an activity that was useful in exploring how we all use assessment, as well up as reinforcing how I use assessment. When I was discussing an assessment method I used to test learners knowledge of lustiness and reliability , I felt more confident when pull aheadd by my other members of the group that it was a valid assessment method. (DTLLS Course, Day Five brooding Journal).Having discussed in detail assessment on Day Five DTLLS Course has break offn me more confidence in identifying current, reliable and up to age assessment methods Another group activity that I found helped to encourage deeper understanding and acquisition of knowledge of assessment was exploring what things assessment criteria should be. Within the group, we came up with some identify words that we felt were important, much(prenominal) as validity, reliability, up to date/current, reliable, ad hoc and achievable. Anne then put up on the window other things that assessment criteria should be, and this enabled me to acquire more knowledge almost assessment criteria. I hadnt thought about transparency as touch off of assessment criteria before, and recalling through the variety of topics within assessment criteria, I was a ble to understand more clearly expectations of assessment. As a result of this, I am becoming more aware within my commandment exercise of why assessment is used and what assessment criteria are about.I now tang more able to develop methods of assessment more effectively using this. (DTLLS Course, Day Five musing Journal). I feel that I am becoming more aware of how to use assessment within my learn and learning so that it is effective, reliable, and current and meets the needs of learners. virtuosorous out assessment methods and types is an area that I have been exploring, as supported by separate within self reflections Trying out different assessment methods is supported by Petty, G (2009), whereby through attempt and fracture of resources, doctrine and learning methods and assessment, we are able to, as practitioners, developlearners holistically and enable them to achieve their full potential drop. (Session 5 and 6 egotism military rank Form, positively Girls, 26/0 6/14).Through trial and error, I have been able to adapt session plans and schemes of work to ensure that a variety of assessment types and methods are used Within the session plans that I have created, I have prone myself various opportunities to assess learners. Having lookd the difference between formal and intimate assessment has enabled me to become more confident in how I assess learners I use a variety of informal assessments throughout my session plans (Session 7 and 8 ego paygrade Form, Positively Girls, 27/06/14)1.b) shipway of using peer and self assessment to promote learner exponentiation and personal responsibility in the assessment for and of their learningThroughout my teaching and learning consecrate, I regularly use self and peer assessment to promote learner involvement I as well observe learners when they are peer assessing, terminate activities through role play or interchange so I tummy cope with informally how learners are getting to grips with kn owledge and whether they are able to apply it effectively. (Session 7 and 8 egotism paygrade Form, Positively Girls, 27/06/14). Looking at prior self-evaluations and self-reflections has enabled me to focussing on peer-assessment specifically within my teaching suffice Through exploring former self-evaluations, and identifying areas of development, I focused on identifying ship clearal to encourage more peer assessment. (Session 5 and 6 Self military rank Form, Relationships, 25/06/14). When identifying shipway to chime in peer and self-assessment, it is important to ensure that any disadvantages are considered and thought through Through researching both self and peer assessment, it has been indicated that learners are more plausibly to be harder on themselves than on others (Hillier, Y 2002. Reflective Teaching in further and adult education) (Session 5 and 6 Self military rank Form, Relationships, 25/06/14).The research that I have conducted into peer assessment gave m e the knowledge to trial it as an assessment method within my teaching place In order for learners to feel more confident, as well as give them new ways to reflect and assess on others work and tog them with more life skills, and a as result of theresearch I have undertaken, I opted to explore the use of peer assessment more regularly first. Within my session plan, there were several ways that I enabled this to take place. For example, when learners were trying to meet learning impersonal Demonstrate understanding of relationship breakdown through research and condition learners had the opportunity to present findings back to the class, and other learners to give feedback. (Session 5 and 6 Self paygrade Form, Relationships, 25/06/14). This activity enabled learners to assess each others learning within the session, and gave them the opportunity to critically consider other learners work.Within this session, I have also shown how peer assessment can be used to promote learner i nvolvement This worked quite well, as learners were very positive about their peers, but due to having spent to the highest degree a year with this class, most felt comfortable to give inferential feedback. I was surprised at the level of maturity that learners displayed, and everyone participated well. (Session 5 and 6 Self rating Form, Relationships, 25/06/14). Self-assessment also has many advantages as an assessment method within teaching and learning When supporting learners to achieve objective demonstrate understanding of learning objectives they were given key questions to answer, and then a model answer sheet for learners themselves to ascertain whether they had been correct. This enabled the learners within my classroom to light up goals and make a judgement about their own work (Petty, 2009). (Session 3 and 4 Self paygrade Form, Positively Girls, 25/06/14).Through self- assessment, learners within this session developed skills that they may not have otherwise had the opportunity to learners discussed with their peers their answers, and this encouraged deeper thinking, and therefore, retention, about what they had learnt in this session. (Session 3 and 4 Self valuation Form, Positively Girls, 25/06/14). It also gave learners personal responsibility for their learning It appeared that bountiful learners responsibility for their own learning through self-assessment do them to do well. (Session 3 and 4 Self military rank Form, Positively Girls, 25/06/14).Throughout exploring self and peer-assessment with my learners, I have been able to promote learning, impress learners and engage them for significant amounts of time Through self and peer assessment in these sessions, it is clear that learners are more enmeshed and making significant gain ground in understanding what emotionaland physical health is, as well as identifying when emotional or physical health is not at its optimum level. (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14) I have been able to identify many benefits to learners through the use of self and peer-assessment, and will be continuing to use and develop these as assessment methods within my session plans and schemes of work.1.c) how questioning and feedback contributes to the assessment care for Questioning and feedback contribute to the assessment process in a variety of ways. Within the learning environment itself, questioning techniques have been shown to have positive impact on learners progress in terms of assessment I used questioning techniques, such as prompting and re-directing when learners were not relating feedback specifically to the presentation, and this enabled learners to stay on track (Reece and Walker, 2007). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This enables learners to engage in the topic at hand and successfully fill in the assessment activity. Questioning effectively also enables learners to identify areas that they need to acquir e more knowledge on, and to identify how they are doing in terms of assessment Tummons, 2011). Through research and knowledge acquired on assessment and questioning, I have been able to encourage learners to think more deeply by how I question them based on knowledge obtained from concepts on deep and surface learning (Reece, I. And Walker, S. 2007). (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14)This has contributed positively to the assessment process as learners are re-directed and re-focused to the topic at hand, and are given immediate feedback on their discussions via questioning. Feedback to learners is an important part of the assessment process, as it enables learners to develop and grow by providing them with constructive study about how they are doing and how they could do better, as well as providing counsellor and support where needed (Tummons, 2011). It is important that feedback given is positive and constructive, and that learners do not feel dem oralised or overwhelmed as a result of feedback Learners that were presenting were sprightly with their feedback, and also had areas for development for future presentations. (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14).I have researched theimportance of feedback to learners and have tried to ensure throughout my teaching and learning recital that I give effective feedback to learners I was able to provide constructive feedback to learners one on one as well as a group, supporting their discussion and providing detach feedback so that learners were able to identify if they were completing the activity correctly, and support and steering given to them if they were not. I am realising the importance of feedback from and to learners and am exploring ways to increase formative assessment throughout the session so that I can pick up learners difficulties more quickly and get them back on track (Hillier, Y 2005. Reflective Teaching in Further and Adult pedagogics). (Session 4 and 5 Self Evaluation Form, individualist Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the assessment process, as without their enter, it would be very difficult as a practitioner to identify what your learners enjoyed, engaged in, found difficult etc. Feedback should be clear and unambiguous, understood by learners, timely, and delivered fittingly (Tummons, 2011).I continually ask learners for feedback through the courses and subjects that I deliver to ensure that assessment is effective and meets requirements of feedback as stated above Following forward self-reflections completed within my teaching file on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the run low session in order for learners to let me know their views on how the session had been planned and delivered, the use of resources, assessment at the beginning, during and at the end of the topic, and how inclusive te aching and learning approaches were within the sessions. (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14).I have found that, by enquire learners for feedback, it increases their self-esteem and confidence, as they feel that they have an input into how they are being taught and assessed, and this in turn, has a positive impact on their motivation, which is an important aspect of feedback that I have noted within self-reflections I will be using comments do within their feedback for future sessions, as it is important for learners to feel that they are being listened to, and how they feel they work best (Armitage et al, 2012. Teaching and training in long Learning). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Lastly, questioning and feedback not only contributes to the assessment process, but to my ownprofessional development, and how I provide feedback to others It also gave me insight into critical evaluation of myself and others this task enable me to explore giving feedback to others and being able to do so supportively, and positively.(Day Four Reflective Journal)2.a) the assessment requirements and related procedures of your learning programmeThe learning programme that I regularly teach within my organisation is AQA AS and A level Psychology. This learning programme is subject to assessment requirements as defined by AQA and I ensure that schemes of work and session plans are completed accurately to ensure that assessment can take place that is accurate and specific to the programme requirements The planning of this session was done in accordance with scheme of work that has been produced by myself in line with AQA specification requirements. As a result of this, I have specific aims to meet in a set period of time, which does not give me much room to be creative. (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). As mentioned within this quote, it is important to ensure that I am knowledgeable a bout types and methods of assessment so that I am able to complete activities and tasks that are relevant and valid for learners as well as the programme.It is also important that I ensure that all requirements of each topic within AS and A Level Psychology are met this means that it can be difficult to ensure that learners have a deeper understanding of a topic and to develop skills such as critical analysis and evaluation, but it is an area of development for me for future topics and Psychology courses The planning enabled me to meet AQA specification requirements, but it did not enable learners to discuss abnormal psychology in detail and therefore gain a deeper understanding of it. As a result of this, I will be exploring more ways in which I can do this next year. (Session 1 Self Evaluation Form, Individual Differences, 20/03/14).2.b) How you carry out and record assessments to meet interior(a) and remote processes and requirementsThere are a variety of ways in which I carry out and record assessments to meet internal and external processes and requirements. Within my organisation, our internal processes are in line with external process in terms of assessment, which provides a consistent approach and overview to how learners are assessed. For example, AQA has a mark scheme in accordance with how they mark specific elements of the Psychology Course. I have used this within activities used for assessment, such as through PSYA2 Individual Differences estimate for Learning Booklet (appendix one). This folder enables me to assess how learners are doing throughout the topic of Individual Differences, and within the arrangement of Work for this topic there are opportunities for learners to complete parts of this booklet. During Session 7 Monday 31st March, the assessment activity is to complete pages 1-8 of PSYA2 Individual Differences judgement for Learning Booklet.Each section is marked and I record learners label in my teaching and learning assessmen t folder. These marks are also evident within learners Individual Learning Plans, which are introduced at the beginning of the year for each learner, and developed partly due to education acquired throughout the DTLLS course I have had one to one sessions with all learners since Day Two DTLLS to review their individual learning plans, and this has enabled me to rule if all earners are on track, progressing, and if not, why not? As a result of this, further support for some learners has been identified and learners can see that I am keeping track of where they are and that, most importantly, I am interested in how they are doing. (DTLLS Course, Day Two Reflective Journal). However, it is clear from exploring self reflections from DTLLS Day courses and my teaching portfolio that I do not evidence how I carry out and record assessments in detail, and this is an area for development for me for future self reflections.2.c) How you communicate assessment culture to other professionals with an interest in learner achievement It is important, when conducting assessment, that it is shared with colleagues appropriately within the organisation that I work in. Through training days that are held within my organisation, I have ensured that colleagues have appropriate training given to them in regards to assessment, particularly with regards to sacramental manduction good practice and exploring how we can effectively assess our learnersWithin discussions had on assessment on this training day, we explored sharing assessment information with colleagues. Having thought about this and looking at how this is currently done within my organisation enabled me to come up with a few ideas to ensure effective communication and support for assessment within the one-sixth form. I have discussed this in more detail within my review of teaching and consider it important enough for learners progress to identify it as a development need for teaching practice. (DTLLS Course, Day Five, Reflective Journal).Through communicating assessment information to others, I have become aware of the need to do this more regularly to ensure that all relevant colleagues and professionals have up to date information regarding assessment, as well as providing support and development within assessment for all I have become more aware of communicating assessment information to colleagues and other relevant people within my organisation. Whilst we have meetings and do discuss learners progress, I feel that it would be useful to have a professional development session once a term to share good practice on assessment and learners progress and ensure the session was interactive, and that staff could share resources and assessment methods with others. (DTLLS Course, Day Five Reflective Journal). Following this, sixth form meetings now take place once every half term in which assessment is the sole agenda item. This has enabled all colleagues to place importance on assessment, and encour ages colleagues to develop assessment types, methods and practice for the benefit of the learners, as well as the sixth form as a whole.3.a) ways in which borderline loading elements can be demonstrated and applied in assessing learners in own specialist area Throughout my teaching and learning practice, I identified early on my limited knowledge of stripped-down Core. Since starting the DTLLS Course, I have had many opportunities to demonstrate and apply minimal impression in assessing learners in my own specialist area of Psychology AS and A level. I regularly show my capabilities in terms of evidencing some areas of the minimum Core, such as writing and language I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through Abnormality booklet clearly, effectively, with a font surface and type that was easy to read and legible, as well as using appropriate language that was in linewith learners ability. (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). The Abnormality booklet was designed to be used as an assessment activity, for learners to work through during the course, and supports the use of borderline Core and application to assessing learners.I have also been able to key out areas of development within the Minimum Core and have worked on these to ensure that learners within my classroom are benefiting from valid and up to date assessment However, it is clear that there is a lack of numeracy within my session plans, and this is an area of development for future sessions. (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). Following this, I researched numeracy within the Minimum Core and how I could apply it within my teaching and learning practice, in particular to assessment One of my areas for development in previous(prenominal) sessions (Session 2 and 3 self-evaluation form Individual Differences) was to research ways to increase numeracy a s part of the minimum core. I explored ways in which I could do this. I ensured that I communicated processes within drug therapies and treatment of schizophrenia effectively, by use of video as well as practical demonstrations that I completed during this session.I also put drug treatment and treating schizophrenia into context and supporting learners to make sense of this and how it could be represented by exploring key studies, as well as analysing and evaluating drug treatment as a valid approach. This enabled learners to compile evidence, with support, and to think through processes logically to enable them to develop their learning skills. (Session 9 and 10 Self Evaluation Form, Individual Differences, 01/04/14). By using numeracy within the formative assessment activity as describe above, enabled me to effectively demonstrate use of the Minimum Core within assessment. As a result of becoming more aware of numeracy within Minimum Core, I now feel more confident to demonstrate competence of this within the learning environment and within application of assessment activities for learners I did use diagrams during this session, and this supported numeracy within the Minimum Core, as I evaluated and assessed the diagram, made decisions concerning content knowledge and skills to ensure pupils were able to understand the concept of the diagram, and selected appropriate format and style to communicate this to pupils (through use of diagram). (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and09/04/14).Due to extensive research on the Minimum Core and how to apply this within my own specialist area, I have become more competent in a variety of areas, including demonstrating competency within language and ICT As stated in previous self-evaluations, I have found it difficult to differentiate between minimum core and functional skills, and having researched this, as well as using the information gleaned from DTLLS Day 4, I am becoming more confident in doing this. For example, I can evidence personal ICT skills, personal language skills and evident knowledge about active listening within minimum core for future sessions (Lifelong Learning UK, 2007 Inclusive Learning Approaches for literacy, language, numeracy and ICT). (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14).However, I also recognise that further development is needed within this area to ensure that I am skilled, receptive and experienced with regards to Minimum Core and its application to assessment This will be an area of development for me for future sessions, as I am take over not confident in evidencing this and will need to ensure an tolerable time frame and approach to gain more knowledge and evidence this successfully. (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14).4.a) the effectualness of own assessment practice taking account of the views of learnersIt is important, when looking at assessment, to explore the ef fectiveness of my own assessment practice taking account of the views of learners. I regularly ask learners for feedback on the session that they have completed, and value their input with regards to teaching and learning I also asked the learners how they found this resource and what I could do differently next time. Learners were pleasantly surprised that I had asked them they stated that they were not used to teachers asking them for feedback and stated it made them feel valued. I resolved to ensure that I do this more regularly, as I understand the importance of learner feedback to ensure that they reach their full potential and I am able to become more successful in my teaching and learning practice. (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Input from learners on the AS and A Level Psychology Course that I run has an impact on how I complete assessment, andthe effectiveness of assessment methods used. It is clear through exploring self reflections tha t I use a variety of assessment types of methods, as supported by quotes from self reflections within this assignment.However, learner feedback on individual vs. group assessment methods showed that learners enjoyed group work as opposed to independent work on tasks or activities learners stated that they preferred working with their friends, as they were more comfortable and it enabled them to discuss the task more confidently. (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Whilst it is important that learners are listened to, I need to ensure that I balance this up with evidence and knowledge gained through research and support from colleagues and tutors However, it is also important to note that moving learners out of their comfort zone enables them to use skills they readiness not know they had, and give them the opportunity to grow and become just learners (The Excellence Gateway Treasury, online Available at http//tlp.excellencegateway.org.uk/tlp/xcurricula /el/ ). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14).I also ensure that I explore the effectiveness of my own assessment practice throughout self reflections completed as part of the DTLLS Course Due to regularly assessing learners work and activities that they participate in, it is clear that learners meet objectives and progress through the course, but I need to explore different ways to assess to enable pupils to become expert learners and challenge them more (Day Five DTLLS Course). (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). I am able to identify areas for development, as shown in the quote above, as well as areas in which I am effective with regards to assessment My observation report clearly shows that I use formative assessment during sessions, as well as informal summative assessment through the plenary from the first part of the session. This ensures that I know where my learners are at before starting the second session, so I am ab le to adapt or change any part of the session plan or resources if required to ensure all learners have grasped the concepts they are required to know before moving on. (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14).Whilst completing this DTLLS Course, it is clear that I understand the importance of assessment and its effectiveness, as well as demonstrating ways in which I can ensure that assessment iseffective within my teaching and learning practice I recognise more and more the importance of assessment, and am more aware of how I use assessment and the effectiveness of this within my session plans and on how learners learn. As stated by Gibbs (cited in Bryan, C and Klegg, K 2006. Innovative Assessment in high Education) Assessment has more impact on learning than teaching and this is something that I consider more often when constructing session plans and putting them into practice. For example, written English ensures that I have evidence of concepts that learn ers have grasped and how effectively they have managed to do so, and this feeds into future session plans. (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14).4.b) ways to improve own assessment practiceHaving had the opportunity to explore self reflections from DTLLS Day Courses and my teaching portfolio, I have been able to identify ways in which I can improve my own assessment practice. With regards to assessment types, I have identified initial assessment as an area of improvement within my professional practice I have since been exploring ways in which I can use initial assessment with my next cohort of learners who will start in September to identify skills of new learners, find out more about them and how I can support their needs. (DTTLS Course, Day Two Reflective Journal). It is also important to remember where and how initial assessment occurs, to ensure that learners come into an environment that is comfortable, engaging, well signposted and is inviting It helped me to think about how learners enter my learning environment- were reception congenial? Do they feel comfortable? Were people rude or accept to them?I did not put much thought into this before, I think I had focused too much on learners first impressions when they meet me and come into the learning environment. This has led to me thinking of the bigger picture and discussing with colleagues how we run sixth form induction days, open days etc (DTLLS Course, Day terzetto Reflective Journal) I could also improve my own assessment practice by diversifying with regards to types of assessment When looking at how I used assessment within this session, it is clear that I tend to use the same types of assessment observation, written English, through completion oftasks and question and answer to confirm understanding. Whilst these are all relevant assessment methods, it is important to ensure that I am creating diversity in my assessment method to ensure all learners can achieve. (S ession 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Ensuring that I have a clear understanding of assessment methods and researching the variety of methods will enable me to provide variety to learners with regards to assessment.Lastly, I have found that through completing self reflections, that I am able to critically consider how I use assessment within my teaching practice and am continuously striving to develop myself with regards to this Evaluating each session during this topic is enabling me to critically consider the teaching and learning approaches I use, as well as assessment and learner involvement. This benefits not only me but the learners within my sessions, and I will strive to complete self evaluations more often to improve my teaching practice. (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14).ConclusionThere are many ways in which I explore assessment, and completing this critical reflection has enabled me to identify where I comp lete assessment well, such as meeting learners needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for improvement, such as carrying out and recording assessment information. It is important that I continue to critically reflect on my own practice to ensure that I am applying theory gained to practice in teaching and learning, and developing myself as a practitionerReflecting on my teaching practice has enabled me to think more critically about how I meet the needs of learners, how I challenge learners but ensure that they are not overwhelmed, how I ensure I meet equality and diversity needs within the classroom, and how I assess. (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and 09/04/14). As stated by Tummons (200771) if we use our reflective practice to explore critically the assumptions and preconceptions on which we base our training and teaching practice, we can build on our under standing of learning andteaching and enhance our professional knowledge.ReferencesGravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. capital of the United Kingdom Routledge. Hiller, Y (2005) Reflective Teaching in Further and Adult Education. Continuum capital of the United Kingdom. Petty, G (2009) (4th Edn) Teaching Today. London Cheltenham Nelson Thornes. Reece, I. Walker, S. (2007) (6th Edn) Teaching, training and learning A Practical Guide. Tyne and Wear Business Education Publishers Ltd. Tummons, J (2011) (3rd Edn) Assessing Learning in the Lifelong Learning Sector London Learning Matters Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. London Learning Matters Jones, P. (2014) Session One Individual Differences Psychopathology. debut to Psychopathology (20/03/14) Jones, P. (2014) Session Two and trine Individual Differences Psychopathology. Definitions of Abnormality (24/03/14) Jones, P. (2014) Session Four and Five Individ ual Differences Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14) Jones, P. (2014) Session Six Individual Differences Psychopathology. Presentations on Definitions of Abnormality (27/03/14) Jones, P. (2014) Session Nine and x Individual Differences Psychopathology. Biological Approaches and Therapies (01/04/14) Jones, P. (2014) Session Twelve to Fifteen Individual Differences Psychopathology. Evaluation and Analysis (07/04/14 and 09/04/14). Jones, P. (2014) Positively Girls Self Evaluation Session trinity and Four Stress, Worries and Relaxation (25/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six Emotional and Physical Wellbeing (26/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Seven and Eight Friendship and Communication (27/06/14) Jones, P. (2014) Session Three and Four A Level Psychology Maintenance of Relationships Self Evaluation (24/06/14)Jones, P. (2014) Session Five and Six A Level Psychology div ision of Relationships Self Evaluation (25/06/14) Jones, P. (2014) Reflective Journal Day Two (February 2014)Jones, P. (2014) observance Journal Day Five (May 2014)Appendix One PSYA2 Individual Differences Assessment for Learning Booklet