Assessing Learners in Lifelong Learning Essay

Critical reflection is an significant aspect of doctrine and reading in effect as express by Petty (2009520) as you reflect, your theory in exercising advances, and so you blend non sole(prenominal) to a greater extent effective, hardly overly more than adapt fitting and breach sufficient to solve problems. through and through critic onlyy reflecting on your receive expend, you become more able as a teacher and thereby improving your savants ability to achieve. This unit depart be exploring sagacity by way of vituperative analysis and evaluation. 1.a) How you select and dupe discernment types and methods to equate the necessitate of learners, ensuring that the mind curtilage that is produced is healthful-grounded, genuine, sufficient, authentic and current. due(p) to the vast array of discernment types and methods available, it is important that I investigate effectively which respectment methods and types meet the requests of my learners. Within A S and A Level Psychology that I teach, there be machinateal mind methods employ at the end of field of studys and the course that argon pronounced in accordance with AQA guidelines.These tend to be similar methods of additive legal opinion, including mock exams and essays, as these be the n proto(prenominal) appropriate and effective methods of summative opinion in terms of what my learners need to know. However, upon exploring judgement in more elaborates, it is clear that I could diversify in terms of the summative legal opinion methods I persona. As stated deep d suffer DTTLS Course twenty-four hour period pentad broody Journal Whilst I am quite assorted with regards to tierative estimate, I tend to employ the same sound judgment methods with my learners for summative judging. This is normally case studies and essays at the end of egresss, and mock exams at the end of modules. Even though I insure that the reason I do this is to meet that learners are prepared for their exam at the end of the year, I am non developing my learners as skillfuly as I disregard. This has become an area of ascending for me for future intend and preparation As a result, I allow for be exploring shipway to increase diversity inwardly my summative judgment methods over the next few months. (DTTLS Course mean solar day Five Reflective Journal).Through exploring summative assessment and looking this in more detail, I learn been able to give different methods of summativeassessment to reckon that it meets the demand of learners and the course type The latter part of this academic term come to learners operative to amazeher to present the three definitions of abnormality. In order to meet the needs of learners, I insured that all learners were involved in presenting a different definition of abnormality than the one they thoroughgoing(a)d the leaflet on. This is to mark off that learners get maximum exposure to the different definition s and are able analyse and evaluate at least 2 effectively. (Session 6 ego evaluation Form, psyche Differences, 27/03/14).Through mixing up the assessment methods, so that learners were able display what they had learnt through written side, verbally and victimisation 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 inwardly my acquire environment. By giving learners the opportunity to present the definitions of abnormality in a variety of ship canal at the end of a topic enabled me as a teacher to identify whether learners had acquired the correct type and criterion of association, and by not giving them a mark or grade ensured that they did not feel in competition with each other, or that they were being compared to other peers by way of national standards (Petty, 2009).By researching assessment and using a variety of formative assessment methods to assess learners during the cou rses and subjects that I run at bottom my organisation, I am more able to identify those assessment methods that meet the needs of learners as well as the requirements of the course. This is supported by knowledge obtained on informal assessment. For example, Such informal assessment includes enquiry and react to confirm spirit, which I use regularly through come forward the session plans..This is largely out-of-pocket to ensuring that I acquire immediate feedback on what learners know so I flowerpot check consciousness to ensure that all learners call for grasped the concept, to performance individually with learners that withstand not, and enable those learners that lose to move on. This is to ensure that I am meeting all learners needs, and engaging learners effectively. (Session 7 and 8 ego valuation Form, Positively Girls, 27/06/14).Ensuring that assessment types and methods are valid, current and reliable is an important factor and is an area I turn in identify for feeler at bottommy own self reflections In order to ensure that I am assessing effectively, I should be reviewing my assessment methods regularly to ensure that they are fair, valid, reliable and ethical (Gravells, a. 2012). This will be an area of development for me for future sessions and topics. (Session 7 and 8 self military rank Form, Positively Girls, 27/06/14). Through completion of DTTLS daytime Courses, I wealthy person become more confident in identifying assessment methods that are valid functional with the whole group on assessment methods we currently use was an action mechanism that was effective in exploring how we all use assessment, as well as reinforcing how I use assessment. When I was discussing an assessment method I use to test learners knowledge of validity and reliability, I felt up more confident when encouraged by my other members of the group that it was a valid assessment method. (DTLLS Course, Day Five Reflective Journal).Having discussed in detail assessment on Day Five DTLLS Course has affordn me more confidence in identifying current, reliable and up to run into 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 key words that we felt were important, such as validity, reliability, up to date/current, reliable, specialised and achievable. Anne then enthrone up on the windowpane other things that assessment criteria should be, and this enabled me to acquire more knowledge close to assessment criteria. I hadnt judgment somewhat transparency as part of assessment criteria before, and thinking through the variety of topics in spite of appearance assessment criteria, I was able to understand more clearly expectations of assessment. As a result of this, I am becoming more awake(predicate) indoors my didactics trust of why assess ment is use and what assessment criteria are about.I now feel more able to develop methods of assessment more effectively using this. (DTLLS Course, Day Five Reflective Journal). I feel that I am becoming more aware of how to use assessment at bottom my teaching and knowledge so that it is effective, reliable, and current and meets the needs of learners. attempt out assessment methods and types is an area that I stool been exploring, as supported by evidence within self reflections Trying out different assessment methods is supported by Petty, G (2009), whereby through trial run and error of resources, teaching and training methods and assessment, we are able to, as practitioners, developlearners holistically and enable them to achieve their full potential. (Session 5 and 6 self-importance Evaluation Form, Positively Girls, 26/06/14).Through trial and error, I kick in been able to adapt session plans and schemes of work to ensure that a variety of assessment types and method s are used Within the session plans that I have created, I have enduen myself various opportunities to assess learners. Having explored the fight between formal and informal 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 Evaluation Form, Positively Girls, 27/06/14)1.b) ship canal of using peer and self assessment to promote learner involvement and personal responsibility in the assessment for and of their learningThroughout my teaching and learning dress, I regularly use self and peer assessment to promote learner involvement I also observe learners when they are peer assessing, completing activities through role play or discussion so I merchantman see informally how learners are getting to grips with knowledge and whether they are able to control it effectively. (Session 7 and 8 ego Evaluation Form, Positively Girls, 27/06/14). Looking at prior self-evaluatio ns and self-reflections has enabled me to focalization on peer-assessment specifically within my teaching employment Through exploring previous self-evaluations, and identifying areas of development, I focused on identifying ways to encourage more peer assessment. (Session 5 and 6 self-importance Evaluation Form, Relationships, 25/06/14). When identifying ways to introduce peer and self-assessment, it is important to ensure that any disadvantages are filled and thought through Through researching both(prenominal) self and peer assessment, it has been indicated that learners are more likely to be harder on themselves than on others (Hillier, Y 2002. Reflective commandment in further and adult education) (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14).The research that I have conducted into peer assessment gave me the knowledge to trial it as an assessment method within my teaching practice In order for learners to feel more confident, as well as deed over them n ew ways to reflect and assess on others work and equip 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 initiatory. Within my session plan, there were several ways that I enabled this to take place. For example, when learners were severe to meet learning objective Demonstrate understanding of relationship breakdown through research and mise en scene learners had the opportunity to present findings back to the class, and other learners to give feedback. (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This activity enabled learners to assess each others learning within the session, and gave them the opportunity to critically ensure other learners work.Within this session, I have also shown how peer assessment can be used to promote learner involvement This worked quite well, as learners were very positive about their peers, but due to having spent nearly a year with this class , most felt comfortable to give constructive feedback. I was surprised at the level of maturity that learners displayed, and eitherone participated well. (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Self-assessment also has many advantages as an assessment method within teaching and learning When supporting(a) learners to achieve objective demonstrate understanding of learning objectives they were given key incredulitys to answer, and then a stick answer sheet for learners themselves to ascertain whether they had been correct. This enabled the learners within my classroom to clarify goals and make a judgement about their own work (Petty, 2009). (Session 3 and 4 Self Evaluation 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 Evaluation Form, Positively Girls, 25/06/14). It also gave learners personal responsibility for their learning It appeared that giving learners responsibility for their own learning through self-assessment motivated them to do well. (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14).Throughout exploring self and peer-assessment with my learners, I have been able to promote learning, motivate learners and engage them for significant amounts of time Through self and peer assessment in these sessions, it is clear that learners are more engaged and making significant progress in understanding what stirred upand 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 dev elop these as assessment methods within my session plans and schemes of work.1.c) how questioning and feedback imparts to the assessment process 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 doctor 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 tether (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 complete the assessment activity. Questioning effectively also enables learners to identify areas that they need to acquire more knowledge on, and to identify how they are doing in terms of assessment Tummons, 2011). Through research and knowledge acquired on assessment a nd 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 randomness 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 demoralised or overwhelmed as a result of feedback Learners that were presenting were pleased with their feedback, and also had areas for developmen t for future presentations. (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14).I have researched the sizeableness of feedback to learners and have tried to ensure throughout my teaching and learning practice that I give effective feedback to learners I was able to exit constructive feedback to learners one on one as well as a group, supporting their discussion and providing appropriate feedback so that learners were able to identify if they were completing the activity correctly, and support and guidance 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 unmanageableies more quickly and get them back on track (Hillier, Y 2005. Reflective Teaching in Further and Adult Education). (Session 4 and 5 Self Evaluation Form, soul Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the asse ssment process, as without their input, it would be very rocky 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 appropriately (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 previous self-reflections holy within my teaching blame on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the expire 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 teaching and learning approaches were within the sessions. (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14).I have found that, by asking l earners 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 make 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 Lifelong instruction). (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 quatern Reflective Journal)2.a) the assessm ent 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 well-read about 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 prog ramme.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 Psychopathology in detail and therefore come across 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 internal and external 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 wit h 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 Assessment for Learning leaflet (appendix one). This booklet enables me to assess how learners are doing throughout the topic of Individual Differences, and within the Scheme 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 Assessment for Learning brochure.Each section is marked and I record learners marks in my teaching and learning assessment folder. These marks are also evident within learners Individual Learning Plans, which are introduced at the beginning of the year for each learner, a nd developed partly due to information acquired throughout the DTLLS course I have had one to one sessions with all learners since Day deuce DTLLS to review their individual learning plans, and this has enabled me to see 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 deuce 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 bring assessment information to other professionals with an interest in learner achievement It is important, when conducting assessment, that it is shared with colleagues appropriately within the organi sation that I work in. Through training days that are held within my organisation, I have ensured that colleagues have appropriate information given to them in regards to assessment, particularly with regards to sharing grievous 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 sixth form. I have discussed this in more detail within my review of teaching and consider it important overflowing 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 rele vant 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 battalion 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 inter agile, 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 encourages 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 minimum affectionateness 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 Minimum burden. Since starting the DTLLS Course, I have had many opportunities to demonstrate and apply minimum core 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 committal to writing and language I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through abnormalcy booklet clearly, effectively, with a font size and type that was faint 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 w ork through during the course, and supports the use of Minimum Core and application to assessing learners.I have also been able to recognise 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 sessions (Session 2 and 3 self-evaluation form Individual Differences) was to research ways to increase numeracy as part of the minimum core. I explored ways in which I could do this. I ensured that I communicated processes within drug therapies and intervention 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 smack 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 described 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 competency 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 explicit 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, capable 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 still not confident in evidencing this and will need to ensure an adequate 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 effectiveness 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 meas ure their input with regards to teaching and learning I also asked the learners how they found this resource and what I could do otherwise 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 that 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 a ssessment 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 might not know they had, and give them the opportunity to grow and become expert 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 reflect ions 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 able 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. (Ses sion 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 Higher 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 learners 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 comradely? Do they feel comfortable? Were people rude or welcoming to them?I did not pu t 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 troika 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. (Session 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 always 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 complete assessment well, such as meeting learners needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for impro vement, such as carrying out and enter 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 understanding of learning andteaching and enkindle our professional knowledge.ReferencesGravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. capital of the United Kingd om Routledge. Hiller, Y (2005) Reflective Teaching in Further and Adult Education. Continuum London. Petty, G (2009) (4th Edn) Teaching Today. London Cheltenham Nelson Thornes. Reece, I. Walker, S. (2007) (6th Edn) Teaching, training and learning A interoperable 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. Introduction to Psychopathology (20/03/14) Jones, P. (2014) Session Two and Three Individual Differences Psychopathology. Definitions of Abnormality (24/03/14) Jones, P. (2014) Session Four and Five Individual Differences Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14) Jones, P. (2014) Session sestet Individual Differences Psychopathology. Presentations on Definiti ons of Abnormality (27/03/14) Jones, P. (2014) Session Nine and Ten Individual Differences Psychopathology. Biological Approaches and Therapies (01/04/14) Jones, P. (2014) Session Twelve to xv Individual Differences Psychopathology. Evaluation and Analysis (07/04/14 and 09/04/14). Jones, P. (2014) Positively Girls Self Evaluation Session Three and Four Stress, Worries and Relaxation (25/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six Emotional and Physical offbeat (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 Breakdown of Relationships Self Evaluation (25/06/14) Jones, P. (2014) Reflective Journal Day Two (February 2014)Jones, P. (2014) Reflection Journal Day Five (May 2014)Appendix One PSYA2 Individual Di fferences Assessment for Learning Booklet