- Published: September 8, 2022
- Updated: September 8, 2022
- University / College: University of Leicester
- Language: English
- Downloads: 19
Most students in this class are on job seekers allowance and are therefore looking for jobs but the countries they have come from have very different employment process. During initial assessment, they expressed their need and interest in learning English particularly for improving their employment skills because they are under pressure to find a job financially. This formative assessment is designed to assess learners’ knowledge of different types of jobs in the UK and the job application process in the UK. Job hunting can make them very nervous, therefore the topic of job search brings them into a real situation and gives them practice of asking for information and things. Students also need to practice asking for information using ‘ wh’ questions words to prepare towards their speaking and listening exams. The aim of this task is to exchange basic personal information, elicit information and respond appropriately. In particular, learners should be able to give basic personal information, ask questions in order to elicit information from other learner and respond appropriately to maintain the interaction. This assessment provides the learners with the opportunity to demonstrate command of the relevant language of this level. Tasks include real authentic language situations to evaluate three skill areas: speaking, listening and reading. Each task is based on a skill that appeals to learners for example finding jobs. iiThe extent to which you feel the assessment task is reliable, valid and fair. You should make reference to your reading on this subjectThere are many reasons for assessing students’ learning. Students need feedback to help them to improve and we, as teachers, need feedback on how well students’ learning is going, so that we can adjust and develop our teaching. These formative assessment tasks can be useful to diagnose areas of improvement, and enable students to know where they are struggling, and therefore help them to rectify mistakes and put things right. Assessment methods used are designed to maximise student motivation, and prompt their efforts towards achieving their learning goals because the use of new technologies are increasing in every field of life. Using a range of different assessment methods encourages students to develop different skills which can promote more effective and enjoyable assessment of learning. Some learners are able to use the recording devices independently but some learners are given help and support with recording procedures. This also ensures that all students can demonstrate their strengths in those assessment contexts they find most comfortable and appropriate for them. These assessment tasks and the criteria effectively evaluate students’ achievement against the learning goals at their appropriate level. Assessment is reliable and consistent because it is based on clear and consistent marking, and grading system. Written instructions are very simple and clear and they can be verbally explained to learners with low level of literacy skills. The tasks and procedures do not disadvantage any learner and they provide students with the opportunity to develop a range of skills and capabilities such as speaking, listening, reading and using new technologies for recording. The tasks are manageable by learners as well as the teacher in terms of the amount of work. Assessment tasks and the feedback will help the students to find out what they need to work on in order to achieve their goals which will promote learning and facilitate improvement. iiiThe ways in which you have made this task appropriate and accessible for all your learners. You should make reference to your reading on equality and diversity issues in assessment(200 words)The assessment tasks of ” job search” were designed to address the needs of learners and to evaluate and assess the achievement of those specific needs and goals. The tasks were matched to the learners’ needs, aspirations, abilities and preferred learning style which motivated learners. I developed these tasks carefully to respond to the barriers to learning faced by learners so that all individuals can access and have the same opportunity to reach their potential. The language and the instructions used in these tasks are appropriate to the level of the learners and catered different learning styles of diverse range of learners and the individual needs of the learner. Learners were also encouraged to work independently. Learners from different social backgrounds, abilities and cultures worked together. For students to effectively participate in learning, any barriers to learning must be identified such as physical disabilities, learning difficulties and access to resources and learning plan must ensure that no student is disadvantaged. The topic and the context are sensitive to equality and diversity. Additional support was provided for learners with low level of literacy. Written instructions are very simple and clear and they can be verbally explained to learners with low level of literacy skills. The tasks and procedures provide students with the opportunity to develop a range of skills and capabilities such as speaking, listening, reading and using new technologies for recording. One of the learners has very weak eyesight so I prepared the tasks in enlarged font size. Those who need to improve their reading skills gave the information using the job adverts as well as improved their speaking skills for personal use and to be able to communicate with their friends and family. ivAn evaluation of the design of your assessment task, using feedback from other trainees and/or colleagues and/or learners and/or your mentor(200 words)Learners are assessed on asking questions, responding to questions and listening to responses, asking for clarification and responding to requests for clarification, the English language skills (vocabulary, sentence structure and verb tenses etc). These formative assessment tasks emphasise the importance of actively engaging students in their own learning processes and to identify learning needs and adjust teaching appropriately. Approaches and techniques are prepared to identify areas for improvement and to meet diverse students’ needs through differentiation and adaptation of teaching to raise levels of student achievement. The tasks build students’ learning skills by placing emphasis on the process of actively involving students on building skills for peer and self-assessment. Teachers need to ask for and receive feedback and evaluation from the learners to help shape future learning sessions. Learners also require feedback and assessment to help them in focusing on and developing from areas of strength and weakness in their language learning. The tasks concentrate on one aspect of the ILP at a time, for example learners need to learn and improve their skills in asking for information and read to obtain information and respond to requests for information. Having few sessions on developing these skills, the learner may then be able to demonstrate improvement in these skill areas.
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