Assessment / Record Keeping

1. PTLLS: Assessment Record Keeping:
Task 2 – Unit 7.
Sally Harris
Analyse how you could assess the learner’s knowledge /
skills / understanding at the start, during and at the end
of the session. Which assessment methods / types would
be appropriate and which would not. Evaluate a range of
assessment methods in relation to meeting individual
learner needs ….
Explain the need for record keeping in relation to
assessment of learning. Summarise the requirements for
keeping records of assessment in an organisation.

2. Assessment
My microteaching topic for the purposes of this assignment is based upon the ability to
distinguish The Difference between The Customer ‘Experience’ and Customer Service. I
use the term ‘distinguish’ as there are many ways of doing this and it also enables
learners’ to attain the knowledge and skills using their own strengths whilst developing
other learning styles within the group by collaborating with each other.
I will be analyzing the most effective methods of assessing my learner’s knowledge /
skills and understanding using different methods to assess prior knowledge and
progressive learning throughout to ensure new knowledge and skills are embedded and
can be demonstrated in various ways using different methods.
Initial Assessment:
I begin by identifying the group levels of literacy, language and numeracy skills to ensure
that my resources take account of any learner difficulties such as visual / auditory /
physical / mental or emotional issues that could impact. If the tasks I set cannot be
achieved then I would look at other opportunities and the support needed to develop
these areas first to ensure I include all of my learners.
As a commercial trainer, I would normally carry out a full risk assessment of premises
along with a gap analysis and specific needs that learners may have in terms of
environment, food, equipment. Individual interviews with each learner is a comfortable
way for the learner and myself to assess whether the course content and skills required
are attainable albeit with some additional help and support – even if there may be a few
difficulties along the way; it is always worth meeting a challenge if the learner really
wants to benefit from the training but may need that extra help or alternative resources.
I would begin my microteaching session by introducing the topic, aims and objectives
and providing the learners with a clear explanation of the Customer Experience
infrastructure, concepts and benefits and relate how Customer Service is a ‘part’ of the
experience not the whole with some specific examples using the media site You Tube
with a Case Study Video demonstration of this topic in an interactive, visual, vocal and
auditory way.
Methods I would use during this microteaching session:
Diagnostic / Formative:
# 1 I would begin a collaborative group discussion to embed the high level knowledge
linked to the objectives and, using negative customer service as a starting point in the
discussion; restate the definition. I would then direct the discussion to the emotions that
create the actual experience – this then distinguishes that ‘service’ is about delivery and
the manner in which it happens and the ‘experience’ is what the person receiving the
Sally Harris: Assessment_Record_Keeping_v.1

3. service feels. I would then observe the group from a distance, taking notes and then
involving myself to give feedback, support or direction whilst encouraging everyone to
take part by asking questions of each person’s definition or example of a recent
customer service experience.
Analysis: This would enable me to identify any gaps or difficulties with individual learners
and provide them with other methods of learning.
# 2 A PowerPoint presentation uploaded to a large whiteboard would be my central point
of focus and each slide would be presented visually to express the topic with the
differentiations clear (as this topic is based upon developing the skills to distinguish –
discriminate and then categorise) relating to ‘service’ and ‘experience’.
Summative:
# 3 I would create some visual handouts with examples of Positive and Negative
Customer Service – linking these to the emotions using emoticons to illustrate the
emotions and could simple be circled or linked to one another to make comparisons – the
supporting text would be available in formats that were needed including e.g. Braille.
# 4 Role Play is another method of summative assessment that allows individuals, peers
and the tutor to really estimate the level of knowledge and understanding at the end of
the microteaching session and also allows the learners to choose the role that is
comfortable for them in a situational environment which they can also choose.
Analysis: This is a stimulating and motivational fun approach for most, but for those who
do not wish to participate in this type of assessment either a written definition of the
differences between the ‘service’ element and the ‘experience’ would validate the
learning. Matching cards or using the visual handouts to link definitions would also be a
form of summative validation.
Analysis: Validation is a way of both involving the learner and also identifies that they are
on track, achieving and offers me measurable results to support my reporting
requirements.
Ref: (Coffey, http://www.learnnc.org/lp/pages/5233)
A summative assessment by definition “cumulative evaluations used to measure student
growth after instruction and are generally given at the end of a course in order to
determine whether long term learning goals have been met”.
Methods I would not use for teaching this particular topic:
Formal examinations would not be necessary or appropriate for assessing this type of
topic in such a short session.
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4. The topic is very emotive and based on perceptions, concepts and emotions and as such
a formal approach wouldn’t highlight some of the softer skills relating to this topic and
would exclude certain ‘personalities’ from demonstrating their skills and knowledge in an
environment that brings out the best of their abilities.
Ref: (Expertise)Peer assessment can involve formative reviews to provide constructive
feedback, as well as summative grading: it can also include student involvement in the
setting of marking criteria and decisions about evidence of achievement. Self-assessment
enables students to become reflective and self-managing, to identify next steps in
learning and move forward ‘under their own steam’.
When these two strategies work well, the advantages are significant to all concerned and
many of the identified issues can be addressed by:
Helping students to see the value and validity of these approaches
Ensuring the reliability of student judgments’, and maximising opportunities for
students to learn from peer and self-assessment.
Bibliography
Coffey, H. (n.d.). http://www.learnnc.org/lp/pages/5233.
Expertise, T. (n.d.). http://www.teachingexpertise.com/articles/peer-and-self-assessment-2867.
Retrieved 2013, from www.teachingexpertise.com
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5. Record Keeping:
Record Management within the commercial world I work in is split into two different
camps, but this applies only to the financial aspects. If training is delivered via a
government contract then there are specific policies and legislation that must be
adhered to at all times or the contract may become at risk and the impact of this could be
that the learner is affected and moved to another provider which could impact on their
results and there may also be emotional / social consequences that affect their
attainment.
Organisation is paramount in terms of record keeping. Consistent evaluation of all
records and strong follow up of any information that is not forthcoming is a role that
requires a professional administrator who is initially responsible but I am ultimately
responsible and must ensure every stage of my record keeping is date stamped and
relevant to the learning and ready for checks at any stage in the learning cycle for e.g.
government bodies who are funding a learner. My Risk Register programme alerts me to
any potential issues so that I can deal with them in an expeditious manner to ensure my
learners are not affected.
(Network)“Record keeping is directly related to assessment and goal setting.
Consistent, on-going documentation of student work and progress ensures that teachers
will have evidence of year-long student growth”. Source – Teachers Network Online.
Disaster Recovery Strategy: (Security).
All records are backed up using secure encryption in the ‘cloud’ as well as external secure
hard drives which are digitally protected by my (DAM) Digital Asset Management
software.
Word Count: 1,366
Bibliography
Network, T. (n.d.). http://teachersnetwork.org/ntol/howto/align/c15768,.htm. Retrieved from
www.teachersnetwork.org.
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