Tag: Contextualised
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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?
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AFTER: Just do it…! Assessing your learners’ literacy and numeracy progress
Reusing your contextualised literacy and numeracy assessments Ok…! You should be set up for this already. Now is the time for you to go ahead and assess your learners’ literacy and numeracy progress. For most people, this means simply reusing your contextualised literacy and numeracy assessments from Assessment 5. This means that it’s more of…
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AFTER – Kia ora and welcome to Collection 7 of the NZCALNE (Voc)
Kia ora and welcome back once again…! This is the final collection and you’ll complete your last assessment task. Let’s do a quick review and then get on with finishing everything off. Here’s an updated outline of what you’ve learned and done so far. Collection 1 – CONTEXT: We learned about definitions, frameworks and factors…
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Teach better now – Where’s the new content for Assessment 6 of the NZCALNE on planning and facilitating embedded literacy and numeracy?
Kia ora and welcome to Collection 6 If you’re reading this then you are up to Assessment 6 in the new and improved NZCALNE (Voc). Good work…! This next part is heart of the programme. The focus is on planning and teaching embedded literacy and numeracy as part of what you do. Like the other…