IndexAssessment methodsConclusionBibliography In this project I will briefly discuss the various types of assessment available to me as a teacher in the field of long-term knowledge, highlighting some assessment techniques and their qualities and the involvement of IT as an assessment resource and of students in the assessment procedure. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay There are mainly 4 different types of assessment used while you are mentor in the long-lasting knowledge industry, all of them are vital and appropriate with each other; they are Preliminary Assessment, Diagnostic Assessment, Formative Assessment and Summative Assessment. Each could possibly be conducted using any assessment approach loosely classified into four different groups: Initial, Diagnostic Formative and Summative as mentioned, Objective and Subjective, Referenced (Criterion-Referenced, Norm-Referenced and Ipsative) and finally Informal and Formal. Indicative by title, initial assessment is an indicator of students' ability to complete the necessary work and learning essential to complete a particular course. It should take place before the start of studies and there are many ways in which this assessment can be carried out, for example through auditions for students who wish to study music or other useful skills-based disciplines, or through tests, exams or perhaps an interview basis where the proposed intern can be asked about the learning experience and relevant skills. Preliminary assessments are critical to ensuring that trainees are able to handle any discovery challenges that may arise early in the study. They also help the instructor determine any ability distinctions among students so that appropriate grouping or referencing methods can be used. In IT, which is currently my focus, an accurate preliminary assessment is essential to determine the candidate's suitability for the recommended course, without it, the difficulties I will face within my classroom are tough, tiring and often discouraging for all parties including, instructor, student and other students in attendance. To explore a student's support needs and direction of safeguarding we use diagnostic assessment, this is an assessment survey which takes place at the start of the course and can be conducted in many forms such as an interview, a questionnaire, a learning style or written work. The diagnostic assessment will help the teacher better understand the student's needs and abilities. According to Marton & Booth (1997 p179), effective learning depends on 'awareness encounters' between the teacher and the class, the teacher disseminating knowledge in ways designed to ensure that all students understand it. “This ability depends on an empathetic awareness of what students already know and how they learn.” Entwistle (2000 p8). Formative assessment is a continuous form of assessment that should be crucial during teaching, as it allows the teacher to understand and ensure students digest any knowledge given throughout the duration of the course. You can find common ways to evaluate using quizzes, assignments and, of course, discussions. As a guitar teacher, I continually conduct formative assessments as mistakes such as incorrect technique once learned can be difficult to eradicate later. Finally, summative evaluations take place at the end of the course and ensure that the objectives of the course are achievedcourse. They usually take the form of an exam, practical test or review of the ongoing portfolio or final product and prize; the grade or certificate is often awarded to successful candidates. Summary feedback is important for my students, I offer it at the end of each working day as I believe it helps improve students' poor results as they realize that someone actually reads what they have written. Likewise, it also builds the confidence of students with higher abilities. Assessment Methods There are many useful methods for assessing learning in the classroom. Initial assessment via observatory is common, where the teacher can simply observe a student perform/conduct a task and also witness social interaction with other students in the context of the subject. Comprehension performance requires students to display their knowledge in an observable way. They make students' thinking visible. “It is not enough for students to reshape, expand, extrapolate, and apply their knowledge in the privacy of their own thoughts…Such understanding would be unexperienced, perhaps fragile, and virtually impossible to evaluate.” (Blythe et al., 1998, p.63). Question and answer sessions can be helpful in the right environment, keeping in mind that group question and answer sessions can sometimes make less assertive students uncomfortable and may not accurately assess learning. I would wholeheartedly agree with this based on my experience using these sessions in my computer science course. Likewise group discussions can present the same pitfalls, however the use of more open-ended and probing questions often lends itself to a more involved discussion during which vocabulary, understanding and depth of knowledge can be assessed. Role-playing can also often benefit the more daring, although some teachers consider it a very useful assessment method, for example in language education, where social interaction skills are needed. In my classroom, many of the assessment methods mentioned above are used regularly and successfully. Using IT as a key resource offers a broad spectrum of learning challenges suitable for most types of students, used in conjunction with appropriate teaching; IT as a resource can deepen learning exponentially. The ease of gathering evidence with a well-designed curriculum is an important asset to the subject as a topic of study and can facilitate assessment with immediate and more streamlined feedback, IT excels in these areas, however at the same time it falls hard to progression and new knowledge gained can be difficult to retain if not used regularly and can quickly become redundant. I can involve students in the assessment process by involving students in assessment activities which may include reflective journals, peer assessment and self-assessment via assessment against a given criteria. All these methods help to collect, reflect and compile any knowledge acquired by the student and also allow the teacher to evaluate where necessary. Peer assessment involves one student evaluating the progress of another student. Self-assessment involves a student evaluating their own progress (Gravells, 2011, Kindle location 2077). Self/peer assessment can play an important role in a student's life and in some cases, due to time constraints, can also ease the pressure on teachers. Self-/peer-assessment has many advantages, such as allowing the student to make decisions about their own 2014