Teaching in the Lifelong Learning Dissertation Example | Topics and Well Written Essays - 3000 words

Teaching in the Lifelong Learning - Dissertation ExampleWith the increasing internet usage, these individuals flummox left out due to lack of the necessary equipment and sufficient knowledge to engage in kind media chats. The assessment requirements for the class include a diagnostic assessment aimed at establishing the students requirements, a formative assessment aimed at ensuring skill acquisition, and a summative assessment occurring at the end of the program to establish the achievements of the spotless program. The mingled assessments all occur during the program, and ensure that the necessary corrections atomic number 18 included within the program for improvement. The purpose of the assessment is to collect sufficient information to enable the teacher to understand the requirements of the different students. The mental health challenges facing the individuals I teach present them with special educational requirements to understand the content of the various learning p rograms. An initial assessment is, therefore, fundamental in enabling teachers to understand the students requirements, and to help them develop dogma programs seeking to satisfy these requirements (McMillan, 2009). A diagnostic assessment performed at the beginning of the program get winds where the student shall be placed at beginning of the program. As individuals having impairment in cognitive skills, diagnostic assessment enables teachers to determine the beginning level for the various students. This occurs through providing questionnaires to the students at the beginning of the program to assess their cognitive capacity. The students atomic number 18 then placed according to the different cognitive capacities displayed. Principles of assessment The principles of assessment are inclusive of umteen elements aimed at providing overall efficiency in establishing the outcome of an educational learning program. These principles consider many elements of the students, and their skills as well (Gravells, 2011). The principles seek to offer sufficient capacity and opportunities for students to learn through assessment. By understanding the students capability, students are challenged to pursue what they do not understand, consequently, increasing their capability to learn. When I will be designing the assessment, I will have to consider the following principles I will have to consider the relevance, reliability, Validity, practicability and manageableness of the assessment criteria (McMillan, 2009). Validity of the assessments ensures that the tasks and criteria of the assessments measure the ability of the students to attain the learning objectives at a suitable level. For example, I may not use an assessment criterion that has extreme expectations from students. The principles have to be reliable for the students and the teacher too. This means that there ought to be a consistency in achievement of the objectives amongst students. The assessment criteria have to be transparent and clear. For example, the criteria have to be straight to the point without bringing confusion. They also have to be pertinent to the objective and manageable (McMillan, 2009). Formative Assessment Formative assessment refers to the assessment conducted throughout the program, with an aim of establishing students get on with and attainment during learning. This usually involves qualitative feedback for both