Brilliant teaching and training in FE and skills
Learning and Teaching from James Atherton
is ‘three linked sites exploring learning and teaching in college, adult and professional education’. Excellent throughout, with sections on theory and practice, which are authoritative, informative and thought-provoking. http://www.learningandteaching.info/
There is a how to teach section at http://www.dmu.ac.uk/~jamesa/teaching/contents.htm
Practical strategies for learning and teaching on vocational programmes (LSDA)
This guide includes effective strategies relevant to improving the learning and teaching of vocational courses. With background information on how we learn and the structure of the brain, it goes on to explain delivery and assessment methods that focus on individual learners’ needs and can easily be employed in the classroom.
Teaching and Learning from the Excellence Gateway
This section points you to resources and information directly related to teaching and learning, including subject-specific resources and good practice examples. http://www.excellencegateway.org.uk/page.aspx?o=319328
Assessing and Evaluating Learning
Assessment for Learning (LSDA)
Teachers make professional judgements on learners’ performance in every teaching and learning session undertaken, whether consciously or subconsciously. Using these professional judgements and translating them into feedback on the quality of individuals’ work is the focus of the Assessment for Learning strategy. By concentrating on the learner and the quality of learning in individual classroom sessions, this publication supports practitioners striving for improved teacher-led assessment. Download (pdf 300k)
Do summative assessment and testing have a positive or negative effect on post-16 learners’ motivation for learning in the learning and skills sector?
A review of the research literature on assessment in post-compulsory education in the UK. (LSDA) We know a great deal about the impact of assessment on the formal school sector and pupil knowledge, understanding and motivation. We know considerably less about such impact post-16, particularly in less formal learning and accreditation situations. This research review suggests there is considerable work to be done on the impact of forms of assessment post-16.Download (pdf 270k)
Ensuring Successful Assessment by Alison Bone
a full text on assessment which can be downloaded in PDF format.
Contents Section 1: Purposes of Assessment; Section 2: The Importance of Feedback ; Section 3: Varieties of Assessment ; Section 4: Assessment and Self-Confidence; Section 5: Quality in Assessment ; Section 6: Examinations; Section 7: References and Further Reading
The impact of different modes of assessment on achievement (LSDA Report)
This study was commissioned to investigate whether or not to use of different assessment methods makes a difference to learner achievement and progress in the learning and skills sector. The research found that clarity in assessment process and criteria has underpinned the widespread use of coaching, practice and provision of formative feedback to boost achievement. Download (pdf 509k)
Identifying Learning and Support Needs: a digest of assessment tools for initial assessment in various areas, including Key skills, personal effectiveness, personal style and others from the Scottish Executive.
A useful and full range of sources with links to more details for most of the topics.
Initial Assessment: A learner centred process (LSDA)
This document provides an introduction and an overview of the initial assessment process.Download (pdf 260k)
evaluation: theory and practice @ the encyclopaedia of informal education
Evaluation is part and parcel of educating – yet it can be experienced as burden and an unnecessary intrusion. We explore the theory and practice of evaluation and some of the key issues for informal educators. From the excellent informal education site
Gives descriptions of methods that can be used to evaluate the use of learning technology in higher education, but has much general relevance. Includes “recipes” for different evaluation methods and useful information for planning, running and reporting on your evaluation. From the Learning Technology Dissemination Initiative, and at http://www.icbl.hw.ac.uk/ltdi/cookbook/
Evaluating Soft Outcomes and Distance Travelled (Institute of Education)
Soft outcomes are outcomes from training, support or guidance interventions, which unlike hard outcomes, such as qualifications and jobs, cannot be measured directly or tangibly. Distance travelled refers to the progress that a beneficiary makes towards employability or harder outcomes, as a result of the project intervention. The acquisition of certain soft outcomes may seem insignificant, but for certain individuals the leap forward in achieving these outcomes is significant. A useful contribution to the field.
Download (pdf 196
Geoff Petty on evaluating
Stories from the front line – The impact of inspection on practitioners (2003) Sandra Rennie, Bradford College. Yorkshire and Humberside Learning and Skills Research Network.
This document tells the inspection story from the perspective of those inspected, and ‘explores the impact of … inspection arrangements on practitioners in further education (FE) colleges.’ It is a really good example of a worthwhile and potentially high impact piece of practitioner research.Download (pdf 160k)
User-friendly evaluation (National Science Foundation)
A handbook which discusses quantitative and qualitative evaluation methods, suggesting ways in which they can be used as complements in an evaluation strategy. As a result of reading this Handbook, it is expected that practitioners will increase their understanding of the evaluation process, as well as gain knowledge that will help them to communicate with evaluators and manage the actual evaluation.