Key Qualities Of Mentors Key Qualities Of Mentors This essay is going to focus on various key qualities of mentors known as enabling traits in mentoring. This essay will further analyze on role modeling, as an enabling trait in mentoring, as well different theoretical aspects underpinning the facilitating and assessment of learning. It will also discus the different strategies that mentor use to develop. According to Gopee a mentor is a registrant who takes time to facilitate learning, assess and supervise students during their progression years, towards developing their skills and achieving competencies on completion of their course.
Order now Another positive for a worksheet is that it usually explains on it what the learner needs to do so the learner could arry on completing other worksheets if the rest of the class need more explanation for example. This could, however, be a bad thing in a higher level course as they may not include the correct amount of information within their writing, but for my level 1 course, and the worksheets that I create, I make sure that I have explained what the criteria is that the student needs to complete.
For me, worksheets are one of the best ways of assessing students as they have many positives. Photographic evidence is a way of capturing evidence through photographs as opposed to writing, this way of assessing is good because it shows that the student can do what the criteria is asking and the proof is the photograph, for example in one of my lessons a criteria is to take part in a team activity, using photographic evidence shows the student in the moment and participating.
This therefore shows both validity and reliability because a photo can cover a range of criteria not just one. However, there can be issues with photos reliability as it could easily be posed for, and would not be a genuine indication of the wok that is being completed.
This work is very authentic because it cannot be used by anyone other than the student in the photo.
This method is also very fair as there is little writing to be done on the photographic evidence sheet, the writing that the student needs to complete is just for added information that the student would like to add. This makes this process much fairer to students that have dyslexia, or any other form of learning difficulty that might affect their written work.
In my own practice of using photographic evidence I found that the students enjoy it a lot more because there is less work for them to do, however making sure that everyone has a photo of them completing the criteria can sometimes be a negative. The other bad point to photographic evidence is that you may find yourself having to complete the session again as people may have been away for that session and not got themselves a photo.
This can hinder your scheme of work etc. But I still feel that this is one of the best ways of gathering evidence, especially for the lower level groups as they not have the literacy levels to complete what the higher level groups will. Purpose of assessment For this part of the assignment I am going to describe and analyse summative assessment.
Summative assessment can be described as: It is—or should be—undertaken with reference to all the objectives or outcomes of the course, and is usually fairly formal. It aids the assessment of learning and is quite formal.
From my research I have found out that in most cases summative assessment is a test or exam at the end of a course to determine whether you have passed or failed what you have been studying. If you were to fail you would have to re-sit the exam or test. Students would normally get a period to revise for these tests to ensure that they pass.
This is most definitely valid because it would be the awarding body that sets the exams. There are some questions on the fairness of this though as everyone would get the same set of questions, written and presented in the same way without any kind of differentiation, so this may be unfair to those, for example, that struggle with reading, and is therefore putting that student at a disadvantage.
However, those with learning difficulties who would have the greatest struggle with this form of assessment, often have Exam Access Arrangements, granting them with special permissions such as extra time, rest breaks, or a scribe. Also with regards to preparing, some students may have a computer at home that may help them to gain a greater advantage than those without this technology.
Some people from other cultures may have some other things that are more important to them at home, for example, praying. Some of these people may also not speak English and that disadvantages them straight away.
The summative assessment in my area is completed in a much smaller scale throughout the year in the form of portfolio evidence. The course that I teach is a yearlong course for level 1 students wanting to be in the public services police, royal marines etc.
The entire course consists of 7 units which range from map reading to team building and physical fitness. The evidence that we use in these portfolios is also varied including witness statements, photographic evidence and short answer questions on worksheets.
Due to the varied methods of evidence collection it is difficult to individualise each one for validity and reliability etc. But generally because there is that varied style the students always look forward to the theory side of the sessions.
As I make the worksheets for this course, I know that they are reliable, valid, fair and current because I have differentiated almost all of them for higher level learners and lower level.
I know what the awarding body is looking for in terms of work so have structured the worksheets around that. We summative assess like this because it is an NCFE qualification that is determined and assessed on a completed portfolio of evidence rather than an exam at the end of the year.
This also helps us target their areas of concern, and we can therefore plan accordingly. Reflection The biggest single source of feedback is from the learner themselves: The first day he came into college he was on extension studies and I was his support worker at the time. Trying to get him to do any work was near to impossible.
He had a real problem with authority and lacked the confidence to ask for help from either myself or the teacher.
During my time with this student I soon realised that he would use conversation as a way of distracting himself from learning. I adopted a strategy that allowed him to talk and get his work done at the same time, this was after I had a 1:Essay on Unit 3: Enabling Learning and Assessment.
Assignment Unit 3: Enabling Learning and Assessment Karen Dennison, May There are many reasons why students are assessed and this first section summarises some of the key benefits to students, institutions and teachers as suggested by Race et al ().
Enabling learning and Assessment 1. The purposes of assessment Assessment is the process of evaluating an individual’s r-bridal.com involves generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards.
and enabling learning dtlls feb planning and enabling learning rationale. I believe by researching different assessment areas and learning styles I will become a better lecturer.
This would help my planning and thus allow learning to happen or take place. 1. The purposes of assessment. Assessment is the process of evaluating an individual’s learning.
It involves generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Assessment is a vital part of teaching that helps to enable learning all the time, which is why it is integrated into all lessons that I deliver.
It allows me to promote motivation, focus and the ability to comprehend student’s needs, as well as providing feedback to students helping them to progress and develop at a faster pace.
Title Enabling learning and assessment Assessment is essential in teaching throughout any subject or course in practical and theory work. First initial assessment is used to .