Supporting a Future Learner as an Assessor

Introduction

Assessment measures a student’s performance concerning standards or learning outcomes. It provides educators with information that is used to improve the teaching process. As an educator, one of the most important things one should do is assess students and help them to improve (Kaur, 2019). Evaluation is a vital tool in supporting learners and determining their progress. There are two common types of assessment: formative and summative. Formative one is ongoing and occurs throughout the learning process. It measures a student’s progress and identifies areas of weakness so they can be addressed (Sotiriadou et al., 2020). It can take many forms, such as quizzes, practice problems, and writing assignments. Summative assessment evaluates students’ results at the end of a certain period. These methods are important tools for teachers as they allow them to adjust their instruction based on the needs of their students. Therefore, the purpose of the paper is to discuss my actions as an assessor, namely how to perform related procedures.

Discussion

A summative exam is an evaluation at the end of a unit of instruction to evaluate a student’s understanding of the material. These tests are designed to measure what a student has learned over time and can be used to inform instructional decisions at the classroom, school, or district levels (Mercader, Ion, and Díaz-Vicario, 2020). Summative assessments are an essential tool for educators as they provide valuable data that can be used to improve instruction and student learning. Summative evaluation can inform instructional strategies at the class, school, or regional levels. If a substantial percentage of learners do not comprehend the content, teachers might alter their instruction accordingly. This could involve changing the pace of the lesson, providing more hands-on activities, or reteaching key concepts.

Similarly, if summative assessment results demonstrate that a school or district is not fulfilling its academic objectives, this knowledge can be utilized to implement adjustments at the provincial level. They can also help to ensure that students are mastering the material and making progress toward meeting educational goals (Ochoa, Lepeley, and Essens, 2019). My actions as an assessor will be primarily formulated by the implementation of the main task. It includes assessing students’ perception of the material, level of interest, and motivation. Considering that I work in the surgical ward, it will imply an evaluation of the perception of medical material. In addition, it is necessary to analyze how practical exercises and assignments meet the expectations of students.

The theory of assessment is an important factor for the effective process of teaching, assessment, and improvement of the training program. It includes the main features necessary for an adequate assessment of both the work process itself and its results. In this regard, the most appropriate appraisal theory is the four-level appraisal model. It implies such parts as reactions, learning, transfer, and results, with all levels being interconnected. At the response level, evaluation takes place in terms of how participants respond to the program. It is vital to adequately assess whether students are interested, happy, motivated, and have a desire to continue participating in the program. Moreover, one needs to understand how the participants react to the given program.

There are a few different ways to assess a learner with a visual impairment. One way is to use an oral test, where the learner is asked questions and responds verbally. Another way is to use a braille test, where the learner is given questions and responds in braille (Lund, 2019). Finally, a learner with a visual impairment can also be assessed using a tactile test. The learner is given questions in a raised-letter format and responds by touching the correct answer (Hughes et al., 2020). The type of assessment used will depend on the particular learner and what type of visual impairment they have. Watling and Ginsburg (2019) proposed that when administering an evaluation, it is important to ensure that the learner understands the task and is given ample time to complete it. If the learner is not given enough time to complete the task, it will not be an accurate assessment of their skills.

Feedback is also necessary to keep the learner informed of their performance. The trainee should be informed after finishing the assessment to assess their progress and how they may improve (Henderson et al., 2019). It is important to ensure that assessments are fair and accurate.

This can be done by providing clear instructions, ample time to complete the task, and feedback throughout the process.

To help the learner comprehend their performance and areas for improvement, it’s crucial to conduct a debriefing with them after the evaluation is finished. It is important to assess how well learners understand the material taught to determine whether or not they are ready to move on to the next topic (Gronseth and Hutchins, 2020). Debriefing with the learner after the exam is finished is crucial for helping them understand their performance and areas for improvement.

I also provide clear and concise feedback to learners so that they can understand their strengths and weaknesses and know what areas they need to work on. If a learner is struggling, the first step is to identify the cause of the problem.

This can be due to a lack of understanding of the material, or it may be that the learner is finding the assessment process itself stressful. Once the cause of the problem has been identified, the next step is to work with the learner to find a solution (Durga and Kumar, 2020). It may involve providing support and resources or working with the learner to develop a more effective study plan (Alzghoul et al., 2018). It is important to remember that every learner is different, and what works for one learner may not work for another.

The most important thing is to be patient and to work with the learner to find a solution that works for them. If the learning material is too difficult, I would provide additional resources or reteach the information differently. This might involve providing additional support outside the assessment process, such as one-to-one tutoring or revision sessions. Additionally, I would make the data more interesting if the student is not motivated. There are many reasons why a student might not be motivated in class. Maybe they find the theory boring or do not feel good about the subject (Leenknecht et al., 2021). In other cases, they are having personal problems that are affecting their ability to focus. Whatever the reason, it is important to find a way to make the material more interesting.

If the student struggles with a learning disability, accommodations or modifications can be made to make the data more accessible (Dolan, Arnold, and Green, 2019). In any case, assessment is an important part of the learning process. It allows us to gauge a student’s understanding of the material, identify areas of weakness, and adjust our teaching methods accordingly. There are many barriers to assessment in the workplace for struggling learners. The first barrier is lack of time. Many learners have full-time jobs and cannot take time off for assessment. Additionally, there is a barrier due to insufficient resources. Workplaces need access to qualified assessors, appropriate assessment tools, and sufficient time (Alzghoul et al., 2018). Qualified assessors can identify the skills, knowledge, and abilities required for a particular job and then determine whether or not an employee has those skills. Appropriate assessment tools include aptitude tests, interviews, and work samples.

Sufficient time is required to allow the assessor to evaluate the employees properly and accurately determine their skills and abilities. This is important to ensure that the employee is placed in the correct role within the company, and to avoid any potential issues that could arise from incorrect placement. Finally, there is a lack of knowledge among the learners. For instance, to be successful on assessments, students need to draw on prior knowledge and understanding to answer questions correctly and demonstrate their understanding (Dolan, Arnold, and Green, 2019). However, many struggling learners lack the knowledge and understanding to do this effectively. This can be due to various factors, such as gaps in their learning, lack of prior exposure to the content, or simply lack of understanding. As a result, these students often score poorly on assessments, impacting their grades and academic performance.

Conclusion

Assessment is vital in supporting learners and determining their progress. When used effectively, assessment can be a powerful tool to help and improve student learning. However, it is important to note that assessment is just one part of the larger picture regarding student success. Other important factors include the quality of teaching, the resources available to students, and the support students receive outside the classroom (Durga and Kumar, 2020). I aim to create a supportive and inclusive environment when assessing learners, and I provide clear and concise feedback to help them understand their strengths and weaknesses. If a learner is struggling, I work with them to find a solution that meets their needs.

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