National Certificate in Adult Teaching-Free-Samples for Students

Questions: 1.Examine and explain at least three aims of evaluation for three adult learning sessions that you are familiar with. 2.Analyse at least two evaluation methods you have used in terms of their relevant features and advantages for the purpose of the evaluation of your learning sessions. Answers: 1.Evaluation aims Examine and explain at least three aims of evaluation for three adult learning sessions that you are familiar with. Session 1; Community baking class The first aim of evaluation under this topic is to determine whether the learners understand what ingredients are required to bake a simple cake for the family. The second aim of evaluation is to determine whether the adult learners are able to figure out a recipe from the beginning of baking the simple family cake to the last point where the cake is ready to be served. The third aim of evaluation under this particular topic is to determine whether the learners are able to implement what they already know in terms of the ingredients and the recipe by actually baking the cake using the ingredients they started and the procedure of baking developed. (Fehring Rodrigues, 2013) Session 2; Basic literacy Under the topic of basic literacy the first aim of evaluation is to determine whether my adult students are able to read and write as this is considered basic literacy skills that a person should have. To ascertain this, learners should be able to read out their own names or names of various places that they are familiar with or any other reading like a simple short story. The words should be able to come out clearly/ should be audible. To second aim is to ascertain whether the adult learners are able to write simple words like their names or construct simple sentence like I like driving my children to school. The third aim of the evaluation under this topic to ascertain whether the adult learners are able to comprehend a short paragraph of a story or a reading comprehension. (Morata, 2007) Session 3; Basic financial literacy The first aim of evaluation under this particular topic of financial literacy is to determine whether the learners are able to fully differentiate between income and expense. The second aim of evaluation in this topic is for the tutor/lecturer to ascertain that the adult students are able to draw a simple profit and loss account where they will be able to see their respective summary of the income and expenses under one page together with their respective totals. The third aim of evaluation is to determine whether the adult learners are able make inferences or draw conclusions or highlight a point from the simple profit and loss account they came up with. The inferences made or conclusions drawn will help the learners make an informed decision regarding their financial state and performance. (Rogers Horrocks, 2010) 2.Evaluation methods Peer observation and feedback This method of evaluation has a number of features and advantages that will help me evaluate my adult learners in all the sessions that we will cover. Peer observation and feedback enables the tutor/lecture to understand performance of the student from the students point of view. The method is learner-centered in that means whatever the tutor may not be able to pick using his or her own observation will be picked by an observation from the fellow student to the learner under focus/examination. This method also enables the learner being evaluated to share openly/deeply share with the fellow student so that the feedback can reach to the tutor without fear of holding back certain useful information that could have helped the tutor to fully understand the student needs and consequently figure out how best to assist the student overcame the challenges faced. Peer evaluation also gives an opportunity to learners to assist/correct themselves without necessarily going to the tutor to seek cl arifications. This in turn fastens the process of learning and offers students a different form of learning from that of the tutor thus increasing the chances of understanding the concepts being emphasized by the tutor or meeting the learning objectives intended. (Burns De Silva Joyce, 2007) Structured Interviews This form of evaluation is advantageous in a number of ways. First, it gives the tutor opportunity to target a certain area where he/she feels it has not been addressed adequately by previous evaluation methods. The tutor is able to zero in on these areas especially the key areas where the learner must understand in order to meet the basic minimum standards to qualify or pass the course. Structured interviews also provide an opportunity to the tutor for one on one assessment of the learner. For classes where the number of students is fairly high e.g. 20-30, then structured interviews will help root out any challenges some students could be facing when they are interviewed individually. The feedback the tutor gets from the structured interviews can be used to strengthen or improve learning process for the students. (Jaffee, 2010) Third party feedback Third party feedback helps the tutor to gain and understanding of his students in terms of meeting the set objectives of the learning process that could not be detected by the fellow students or the tutor. This evaluation method has a unique feature of an external or independent feedback that can be relied on fully without any concerns of leniency or favoritism. Thus the tutor can use feedback gained through a third party to gauge his or her own assessment of the students and make any necessary additions or omissions in pursuit of continued improvement in the learning/teaching and evaluation process. Third party feedback also is advantageous in that the students may benefit from a different set of examination/evaluation method that could better for them thus helping bring out the best from the learners. (Scruton Ferguson, 2012) References Burns, A., De Silva Joyce, H. (2007). Planning and teaching creatively within a required curriculum for adult learners. Alexandria, Va.: Tesol. Fehring, H., Rodrigues, S. (2013). Teaching, coaching and mentoring adult learners. Jaffee, A. (2010). Adult education. Wellfleet, Mass.: Leapfrog Press. Morata, H. (2007). On. Freeport, N.Y.: Books for Libraries Press. Rogers, A., Horrocks, N. (2010). Teaching adults. Berkshire, England: Open University Press. Scruton, J., Ferguson, B. (2012). Teaching and supporting adult learners.