Ongoing Assessment
Ongoing assessment documents ways learners are progressing towards their
goals. As learners master specific skills, they can begin to integrate
them and apply them to the tasks related to their short-term goals. As
with initial assessment, a number of different assessment approaches and
tools (both formal and informal) may be used. Assessment results and ongoing
progress are discussed with learners on a systematic basis. Significant
assessment results are recorded on the training plan. The program also
encourages learner self-assessment as much as possible.
TASK:
Find out what is involved in the ongoing assessment of learners.
For example, what kinds of assessment approaches and tools are most effective?
What kinds of marking schemes are used? What are the passing grades? How
are the target dates set? What determines student success? You will also
want to know how frequently the learner’s progress is reviewed and
what this process looks like.
notes:
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Exit Assessment
There may be several kinds of evidence used to determine that the learner
has achieved his/her short-term goal and is ready to move on. As indicated
earlier, demonstrations represent an important type of evidence because
they are central to a learning outcomes approach. At some point in the
program when the learner’s goal is more certain, the practitioner
and the learner can negotiate a few comprehensive demonstration activities
related to that goal. Successful performance of the activity will indicate
that the learner is ready for transition – either to a new program,
another agency or directly to employment. These transition or exit demonstrations
are representative of the knowledge, skills and behaviours (program content)
the learner acquired during the time s/he was prepared to commit to the
program. Exit demonstrations cannot and should not try to measure everything
the student has learned.