Enabling Learning and Assessment Task 2

Enabling learning and assessment (LL12)

The purpose of this assignment is to discuss assessment methods, throughout my portfolio I will identify th As Carol Rogers (1995) suggested ???self assessment is at the start and heart of the learning process???. In my organization each learner conducts an initial assessment prior to starting the Hairdressing course, and through liaising with Key skill tutors I can identify Individual Learning Plans for any learners who will start an entry level and who may have achieved a level 1 in numeracy. This gives me information about the learners current ability for further improvement. Although assessment may be motivating to some students who are progressing well it may also be demoralising for students who are struggling, or become a block to learning for others who are anxious about the assessment process be discussed in det. Therefore it is important that assessment is appropriate to the course and level of student and differs according to the psychomotor, cognitive and affective learning domains and this will ail later in this essay (Race et al 2005).The importance of minimum core requirements by City & Guilds Certificate in Hairdressing is to ensure candidates are on the relevant level for their ability. An initial assessment would be sufficient. City & Guilds have embedded literacy, numeracy and social communication DfEE (1999) Circular 17/99: Report on Pupils??™ Achievements at Key Stage 4 and Beyond www.education.gov.uk last acsessed 25/04/12. An understanding of language in to the learning development throughout the syllabus. For example if a learner is performing a hair service on a client it is essential he/she will understand the importance of English language and literacy enabling learners to participate in and gain access to society and the modern economy. Learners can then communicate effectively and sociabily with clients. Learners will also be able to numericaly calculate the clients bill. City and Guilds www.cityandguilds.com last acsessed 25/04/12 that ???Assignments can be developed by centres for some area of the essential knowledge and understanding component of the standards that are not required to be covered through mandatory written questions??? (City & Guilds Assessors??™ handbook. P25.2009)
In my lesson plans I have also provided proof of evidence, used assessments which are mostly internal ??“ produced by myself and my colleagues on the same vocational subject e.g. questions, projects or assignments/activities and many more. To ensure the criteria are met sufficiently with compliance of the City & Guilds Certificate in Hairdressing qualification, we ensure that our theory/practical lessons, objectives and aims are clear and concise for the learner to understand. Theory lessons are required to maintain the City & Guilds Certificate in Hairdressing and thus we must produce a good understanding in theory and once all learners have completed their relevant task they may be asked a mixture of questions to ensure that they have accumulated the correct knowledge. In practical sessions the learners have an opportunity to put their psychomotor domain skills to use, by expressing their ability of being artistic in applying their skills in an e.g. hair up completion. ???Assessment for Learning (AfL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning stage, where they need to go and how best to get there.???
(Assessment Reform Group 2002) http://www.tes.co.uk last acsessed 25/04/12 .
I agree with (Wallace, 2007) Achieving QTLS Third edition Pg. 82 who says sometimes however the learning needs of an individual mean it is not quite as straightforward as that, we value and respect all learners equally. One way of ensuring I include equality & diversity Equality Act of 2006 http://www.dh.gov.uk/en/Managingyourorganisation/Workforce/Equalityanddiversity.com last acsessed 25/04/12 in to my lessons is identify where individual learners may need extra support or some learners may need more challenging activities. Other examples included during our lessons is to have 2 different groups working on different areas of their hair assignment in a practical session. I would then demonstrate to the learners how to do complete the task again to reinforce their kinesetic skills. If we are in a theory lesson some learners will need to work in pairs so they can have extra support with a more complex task and the learner will also have extra support by the teacher. This gives me the opportunity to support & assess their ability and knowledge. Dr. Malcolm Knowles, considered by many to be the father of adult education, once said:
In a world of accelerating change, which we have now entered, the traditional way of learning, students passively listening to a teacher lecturing, is no longer appropriate. In this new kind of world, learning must be life-long and most of it must take place outside of classrooms, in real-life situations (1999).

I agree with (Gravells, 2008) third edition (Preparing to Teach in the Lifelong Sector) pg. 74. It is important to monitor your learner??™s progress regularly, monitoring the learner will ensure the learner??™s work is authentic, monitoring the learners work will help me keep track of learners progress throughout course. We record achievements so that we can keep track for quality assurance when awarding bodies want to gather achievement rates, typically in case another teacher covers another??™s absence it will be then easy to identify the learner??™s achievements. I agree with (Fairclough, 2008) (Supporting Learners in the Lifelong Learning Sector pg. 86 Feedback from assignments, tutorials, and reviews: This is to provide evidence that thorough assessment and support has taken place. Progressing and what they may need to improve or work at in the future. We use tracking sheets to record formative assessment to ensure that all learners are achieving the criteria or that further intervention may be required. Informal assessment allows me the opportunity to find out how well the learners are progressing or they may need further improvement in a particular topic for e.g. after completing a 4-6 week theme, shampoo & condition hair, the learner may need more practice. This type of benchmark or test helps me determine how well students are progressing over the term and it provides useful information if specific students are performing below a level so that I can give support to rectify the situation.

When giving feedback I will give constructive formative feedback but will also give negative feedback carefully so that learners can then learn and build on what can be improved. Feedback can be given on a one to one basis, oral or on a learners tracking sheet, for example when giving constructive feedback I agree with Geoff Petty Learners need information on what they do well http://www.geoffpetty.com. If learners are working in a group I will give feedback to individual learners then state clearly whether the task was achieved. If marking learners work, feedback will be given at a later date. When giving feedback I will always expand on points of improvement and praise or possible improvement within their development. I will always praise students to encourage them to be motivated. Recognise the benefits of self and peer assessment giving learner responsibility for assessing their own progress and deciding what and how to improve, for example we held a mock completion on hair up as there were both boys & girls in the class and I had to ensure differentiation was employed into the lesson as the girls in the class had more knowledge than the boys. I would pair boy & girl together accompanied with added support through a demonstration by me. By recording the lesson learners and internal verifiers can record how all feedback was given. I agree with (Gravells, 2006) third edition (Delivering Adult Education) pg. 79 2008 giving feedback because it can really help the learner to hear first what they have done well, followed by what they need to improve and then on a positive note to keep them motivated. This is sometimes referred to as the praise sandwich. Standardardisation ables consistency in your vocational subject ensuring that all hairdressers are working and achieving at the same level and fairness of assessment decisions.

In my organization there is more than one teacher and thus we have regular meetings to keep up to date. We use sample learners files to ensure we both agree on the way we are assessing our learners. To identify any errors or problems an internal verifier (usually from the same subject) will check a sample of a learners work to check that all documents are valid. City & Guilds website can be easily accessed via the internet to keep the hairdressing team updated of any changes. City & Guilds offer a vast range of support to ensure you are meeting all the requirements and to ensure that all the documents for learners are valid, current and sufficient. For example City & Guilds will send out an external verifier to check records, documents and will observe me teaching to ensure that I am meeting the set criteria. City & Guilds offer access to an online administration tool with resources that can help in the classroom and they also provide an e-newsletter and networking events to raise any issues and share practices. Having a secure knowledge of national assessment requirements helps me to prepare learners well for structured lessons and examinations.

Some learners motivation comes from intrinsic, some of the other learners are extrinsic, so it is my duty to inspire, challenge and stimulate the learners enthusiasm. Dr Malcolm Knowles states motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12). I encourage my learners through motivation as some of the learners in class have a low concentration level. In order to keep the motivation high in the class I set clear targets, ask open questions and I make lessons enjoyable by frequently changing the activity, for example at the moment learners are practising ???fantasy hairstyles??™ which includes research on the internet, looking through hair journals which may include further reading into how to do the style, using different materials such as hair props, hair colour sprays or glitter sprays and this activity mixed in with their theory work of developing a style book. I also understand that learners can create a ???link??™ when teaching something new. If the learner can ???link??™ the new material to something already learned the understanding of learning the new material is greatly increased, www.teachingtips.com last acsessed 25/04/12

Continuing my own CPD throughout my career, I currently have NVQ Level 1, 2 & 3 in hairdressing, I also have NVQ Barbering, I have won a hairdressing award when I owned my own salon, I won a mystery shopper award in 2011, I intend to continue in developing my skills and knowledge in my vocational subject. I will continue to keep up to date with the latest information, for example I attend hair seminars and receive the Hairdresser??™s journal which infromes me of any upcoming events. I will also ensure that I keep up to date on relevant information concerning the education sector such as changes within the Government regarding my vocational subject. During my lessons I will encourage the learners to ask more questions and ensure I assess the learner??™s knowledge at the end of the session. I am passionate about the subject I teach so it therefore shines through on the interesting lessons I teach.

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