Category: Embedding numeracy
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AFTER: Should I get help to administer the evaluation to my learners?
There are lots of things to think about before you go ahead and do the evaluation with your learners. Here are a few questions that you need to ponder: Is their level of literacy going to impact on their ability to do the evaluation? Do they need a translator? Does anyone need a reader-writer? Would…
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AFTER: What’s the best way to write my own evaluation survey questions?
Using a rating scale One often-used question type used in surveys and evaluations is called Likert scale. This usually has 3, 5 or 7 points that people can choose from. A typical question item in a Likert scale is a statement. The learner is asked to indicate his or her degree of agreement with the…
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AFTER: How should I carry out my learner evaluations?
One standard method, if it’s appropriate to your learners’ literacy levels, is to use some kind of evaluation questionnaire. This should be anonymous if possible. Learners or trainees should have the option to reflect on your teaching without fear of penalty. You can do an evaluation survey like this either verbally, with a paper-based format…
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AFTER: Why evaluate literacy and numeracy teaching in a foundation learning course?
There are all kinds of different reasons and purposes for building evaluation processes into your training. You may wish to use evaluation to achieve any or all of the goals listed below. Measure your own effectiveness in delivering embedded literacy and numeracy training. Help you plan, design and manage future literacy and numeracy interventions. Assist…
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AFTER: How is evaluation different to assessment?
Evaluation is often confused with assessment. Some people use these two words interchangeably when they talk about assessing learners. For our purposes, evaluation means something different to assessment. Let’s have a look at the differences. Assessment asks questions like this: Have my learners improved? What gains did they make? Did Damon pass the test? Does…
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AFTER: Collecting some final information for your portfolio
You need to gather up some evaluation data so that you can write up your final reflections in the final section of the assessment template. There are two kinds of evaluation data that you need: Learner evaluation data. We have a template that you can use or modify the template which we’ll share shortly. Or…
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AFTER: What does it all mean? Analysing your learners’ literacy and numeracy progress
Next, you need to analyse your learners’ results in relation to key programme demands by: Summarising progress results including identifying strengths and needs for each learner. Describing implications from the results that can inform the design of future literacy and numeracy teaching and learning strategies We have prompts for all of this to guide you…
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AFTER: What evidence do I need to start pulling together for Assessment 7?
There’s a short list below. These aren’t the only things, but now is a good time to recap what you should be doing and supplying as evidence so far. Here is the checklist from the start of Assessment 7. This is the same as in your assessment template. You need to use and then supply…
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AFTER: What do I actually do for a collaborative assessment?
There are instructions below for yourself and your learners. You can download our template for collaborative assessment here and modify it to suit your learners and teaching context. Tutor Instructions Choose two or three literacy or numeracy activities, goals or learning areas for the group to focus on. Record these on the group worksheet. You…
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What is collaborative assessment? A clear explanation and 2 questions to compare with self assessment
What is collaborative assessment and how do I use it?