How are the assessments organised

Task two

·         How are the assessments organized –

Each student is given a booklet in which they must complete a glossary of terms.

A formative lesson, using modeling of the correct answers and format with depth required in the answers. (I will try to attach the Doc for reference)

·         Feedback is given in the form of self or Peer marking of the booklet as a class lesson, with the opportunities to learn from any mistakes.

·         Assessment Method & Tools – The class is split into groups then using a ball or object, passed to the students at random and the student holding the ball is asked the definition of a term. The student can answer individually or consult with their group for the answer, once the correct answer has been given, the student will write it up in full on the white board.

·         Each group will be given a word or a term starting with each letter of the alphabet.

·         A record is taken on who has answered each question to verify results and that all students have participated.

·         Using the NZQA performance criteria and learning outcomes as a guide the terms and definitions are closely matched to meet these standards and targets. Coupled with the minimum requirements from what is expected from our local industry supporters.

What is the approach

Task one

·         The course I am teaching in is Automotive engineering Level 3, and we are in the business of training people to enter in to the automotive industry in any sector (heavy diesel, sales, parts, light car repairs and servicing etc.)  Our course will take approx.. 1/3 out of an apprenticeship for the student and put them into the workplace in a work ready state that so they can be productive for their employer on the very first day.

·         The assessment I am working on for this section is, Unit 21674; Demonstrate knowledge of terminology used in the motor industry.

·         It has been generated for people entering the automotive industry to gain knowledge in the terms and definitions used by people that work in it. The catch with this particular unit is that terms do vary greatly depending on what country you are in. This is an ongoing unit as the more the student learns the more terms they are going to find. But we deliver this part of the course early on to help with the other parts.

·         This fits into all sectors of the automotive industry as a compulsory unit at level 2 for any automotive apprentice. This unit is also a must by employer’s standards that they need to be able to talk the lingo.

·         The assessment approach is an informal/summative style, in which the students are given a lesson on the requirements and booklet to complete over a given time period.

·         In the assessment class they are able to give answers individually or consult within the group if needed. Each group will be given a word or a term starting with each letter of the alphabet.

 

 

References;

http://www.nzqa.govt.nz

http://www.tanz.ac.nz

Otago Polytechnic “Terminology in the Motor Industry” 2013

Intro

Hi, I'm Hamish Miller and I work at Otago Polytechnic as a programme manager for the automotive engineering team.
I am studying for my tertiary teaching qualification level 7,and this my blogg to record my thoughts on the "Assessing & Evaluating of learning" paper.
Here is a link to what we do...
http://www.youtube.com/watch?v=K2qPGyiDphE