Assessment and Differentiation Research Paper

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Table of Contents

Introduction
Objective
Conclusion
References

Introduction

Greet the learners
The presenter introduces him/herself and the learners do the same. The participants give their name and their expectations concerning the lesson. This will ensure that the learners are comfortable and they can freely share.
Capture the whereabouts of items like cloakrooms and restrooms and the time for break.

Objective

The learners will be required to demonstrate through one by one presentation how they, on daily basis, approach their lesson concepts and the ways they apply in their field of study. The trainees will be required to demonstrate a clear understanding of the subject concepts with a practical application.

Materials to cover

Introduction of concepts in relation to workplace performance
Analysis of kinds of learning needed for workplace performance
Identification of factors helping and hindering learning needed for workplace performance
The role of each learner as far as application of concepts is concerned

Period

Each of the above materials will be handled separately as one-hour modules. Each module will comprise of a warm up, a presentation or lectures, an activity and lastly, a debriefing plus a short break. The content of each are discussed below;

Warm Up

After the introduction, the learners will have a five-minute time for exercise to get them think over the topic to be discussed. In this case, the instructor will prefer to ask a question concerning the new concepts.

Presentation or Lecture

The instructor will have a thirty-minute time for teaching. The instructor will give a full content concerning each of the above material. In the process of lecture, the instructor will ensure that the learners have some time of writing down some few notes. The instructor will at some point illustrate on a white board the key points in each area (Airasian, 2001).

Activity

After the lecture, the learners will have a twenty minutes time to exercise or practice what they have learned during the lecture time. The learners will be required to form and join a particular group where they are required to complete a task. In this case, the task will be for each member of the group to share his or her experiences in the out-of-class settings and how the material he or she have learned will be applicable/change the prevailing situation in the world. This will give them the opportunity to role-play exactly in the same way that the instructor has just taught them (Dixon, 2007).

Debriefing

Immediately after the twenty minutes activity time the groups are called back so that they can have a short overall discussion of what the whole activity entailed. It will also form part of time for asking short questions and reactions from learners. This will only take five minutes.

Break

Between each module, the participants will have a five-minute break. This will enable them to be more attentive in the following materials.

Evaluation

At the end of the lecture, a short evaluation is carried out to establish whether the learning was of any value (Hamm & Adams, 2009). This part should be short only a few essential questions are asked;

Did the lecture meet the goals and objectives of the topic?
Was there anything you expected to learn but you didn’t?
Is there anything that we learned which is most helpful?
Find out if there is any comment about what the students have learned.

Assessment Criteria

Criteria	Standards
Introduction – clear description of the workplace and its purpose. (5 marks)	Extremely thorough and comprehensive introduction with clear title, description of the workplace and its purposes. (5 marks)	Thorough and comprehensive introduction with clear title, description of the workplace and its purposes. (4 marks)	Sound introduction with clear title, description of the workplace and its purposes. (3 marks)	Satisfactory introduction with clear title, description of the workplace and its purposes. (2.5 marks)	Limited introduction with clear title, description of the workplace and its purposes. (<2.5marks)
Analysis of kinds of learning needed for workplace performance. (15 marks)	Extremely thorough and comprehensive analysis of kinds of learning needed for workplace performance. (15 marks)	Thorough and comprehensive analysis of kinds of learning needed for workplace performance. (13-14 marks)	Sound analysis of kinds of learning needed for workplace performance. (11-12 marks)	Satisfactory analysis of kinds of learning needed for workplace performance. (7.5-10 marks)	Limited analysis of kinds of learning needed for workplace performance. (<7.5 marks)
Identification of factors helping and hindering learning needed for workplace performance. (15 marks)	Extremely thorough and comprehensive identification of factors helping and hindering learning needed for workplace performance. (15 marks)	Thorough and comprehensive identification of factors helping and hindering learning needed for workplace performance (Badgett & Christmann, 2009). (13-14 marks)	Sound identification of factors helping and hindering learning needed for workplace performance. (11-12 marks)	Satisfactory identification of factors helping and hindering learning needed for workplace performance. (7.5-10 marks)	Limited identification of factors helping and hindering learning needed for workplace performance. (<7.5 marks)
Conclusions on arrangements for learning the knowledge, skills and understandings required for effective performance at work. (5 marks)	Extremely thorough and comprehensive conclusions on arrangements for learning the knowledge, skills and understandings required for effective performance at work. (5 marks)	Thorough and comprehensive conclusions on arrangements for learning the knowledge, skills and understandings required for effective performance at work. (4 marks)	Sound conclusions on arrangements for learning the knowledge, skills and understandings required for effective performance at work. (3 marks)	Satisfactory conclusions on arrangements for learning the knowledge, skills and understandings required for effective performance at work. (2.5 marks)	Limited conclusions on arrangements for learning the knowledge, skills and understandings required for effective performance at work. (<2.5 marks)
Presentation of the assignment, standard of expression and referencing (10 marks)	Extremely thorough and comprehensive presentation of the assignment, standard of expression and referencing. (10 marks)	Thorough and comprehensive presentation of the assignment, standard of expression and referencing. (8-9 marks)	Sound presentation of the assignment, standard of expression and referencing. (6-7 marks)	Satisfactory presentation of the assignment, standard of expression and referencing. (5 marks)	Limited presentation of the assignment, standard of expression and referencing. (< 5 marks)

Conclusion

In conclusion, the assessment ensures that the objectives of the course are met, and that those who are being assessed attain the intended purpose. In addition, the assessment will facilitate improvement of instruction. The instructors should ensure that the assessment maintain focus and is aligned with the course goals are achieved. The learners should adhere to the assessment in order to achieve good grades and marks at the end of the course.

References

Airasian, P. W. (2001). Classroom assessment: concepts and applications (4th ed.). Boston: McGraw-Hill.

Badgett, J. L., & Christmann, E. P. (2009). Designing middle and high school instruction and assessment: using the cognitive domain. Thousand Oaks, Calif.: Corwin Press.

Dixon, C. J. (2007). Lesson plans for teaching writing. Urbana, Ill.: National Council of Teachers of English.

Hamm, M., & Adams, D. M. (2009). Activating assessment for all students: innovative activities, lesson plans, and informative assessment. Lanham: Rowman & Littlefield.