assessment

Can Peer Assessment Improve Assignment Resubmission Rates?

Can Peer Assessment Improve Assignment Resubmission Rates?

I have identified that there is a high volume of re-submissions of work from students across the BTEC Level 3 Computing and IT Courses.

In many cases the learners simply submit the minimum quality of work as they know that they will be granted a re-submission as long as the first submission is uploaded on time to meet the hand in deadline.

Using assignments instead of final exams: a case for assessing learning in prisons

Using assignments instead of final exams: a case for assessing learning in prisons

The majority of my learners have learnt the relevant skills required for them to use the tools of a particular Office product, however, some are finding it difficult to pass exams due to: set time pressures, reminders of bad school experiences, and a reliance on good memory.  

From a teaching perspective, going assignment based would make my life easier as I would have more time to spend teaching learners rather than constantly marking exams or checking IPU’s not just for ICT content, but for grammar and spelling.

Supporting ESOL Learners with Limited Functional Skills

All learners received initial, formative and summative assessments during the course. My observations concluded that formative and summative were well structured and provided the learner and tutor with continuous feedback and successful candidates with a real sense of achievement. However, the initial assessment was found to be the weakest link in assessment chain because it was inconsistent and unreliable. This was evident by the number of tutors that had commented on the amount of undiagnosed ESOL learners who exhibited limited functional skills and had little chance of understanding the content of the course and passing the examination.

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Which Way Do You Prefer To Train? “In Small Private Training Schools Or In Larger FE Colleges?”

The purpose of my action research is to explore the relationship between the delivering of training in small training centres and larger centres (colleges). I will present the Benefits & Disadvantages as gathered from the experiences of the individual learners and of others, for example, teachers and assessors. My research is not necessarily intended to improve the teaching practices in either but to highlight the concerns that financial profits maybe shadowing learning outcomes.

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Action Research into Apprenticeships in the Vehicle Body Repair Industry, Including the Role of Vehicle Damage Assessors

Action Research into Apprenticeships in the Vehicle Body Repair Industry, Including the Role of Vehicle Damage Assessors

The primary purpose of this research is to establish if there is a need for an apprenticeship within the vehicle body repair industry for Vehicle Damage Assessors (VDA). At the time of writing this project no such apprenticeship for this role exists, although a National Occupation Standard (NOS) for the role has been written. Again at the time of writing this has not been approved by government. The NOS lists the roles for VDA which range from NVQ Level 2 to NVQ Level 4, including the role of apprentice.