Charlotte R Chuene

63698951

ABT1517

Examination
QUESTION 1

1.1.1. Andragogy refers to the methods and approaches used in adult education and
is directed towards self-actualization, gaining experience, and problem-solving. In
contrast, pedagogy is an education method in which the learner is dependent on the
teacher for guidance, evaluation, and acquisition of knowledge. In Pedagogy the
learner is dependent on the teacher. Teacher is the one who evaluates progress and
assumes full responsibility for what is taught and its efficacy. Whereas in Andragogy
Learner is depending on self. The method requires self-evaluation and direction, and
self takes responsibility for the process.

1.1.2. The difference between teaching adults and teaching Young Learners is what
the Leaners bring to the classroom. Young Learners bring enthusiasm, curiosity, and
energy, while adults bring life experience. Adult learners are very independent, while
Young Learners self-sufficient. It is possible and even beneficial to give adults more
autonomy in their lessons. On the other hand, with young learners, it is necessary to
plan the lesson as you see fit, give clear instructions, monitor the learners closely
and deal effectively with any issues of classroom management. In addition, their
attention span is also short, so activities in a young learner classroom should not
take too much time. With adults it is possible to spend more time on learning tasks,
so it is possible to engage more deeply with the learning materials. Adults may feel
anxious because they are not the age of the typical learner and so they will approach
activities with a sense of apprehension if they do not feel comfortable. As such, they
will need more positive encouragement towards learning. Teaching young learners is
all about being able to deal with discipline calmly and effectively.

1.1.3. Self-Concept – in this assumption Knowles articulates that as a person

matures his/her self-concept moves from one of being a dependent personality
toward one of being a self-directed human being.
Adult Learner Experience – In this assumption it is stated that in maturity a person
accumulates a growing reservoir of experience that becomes an increasing resource
for learning.
Readiness to Learn – this means that when maturing readiness to learn becomes
oriented increasingly to the developmental tasks of his/her social roles.
Orientation to Learning – As a person matures his/her time perspective changes
from one of postponed application of knowledge to immediacy of application. As a
result, his/her orientation toward learning shifts from one of subject- centeredness to
one of problem centeredness.
Motivation to Learn – here when the person matures the motivation to learn is
internal and increasing.

QUESTION 2

2.1. False
2.2. True
2.3. True
2.4. True
2.5. True

QUESTION 3
Define the following concepts.
3.1. Fair Assessment is the measure of a student's ability in the subject they have
studied effectively and differentiate student performance. For an assessment to be
fair it must be an assessment that is seen to be a fair test of the leaners without any
tricks or surprises and without disadvantaging some of the learners for any reason
there-of. It also ensures no student is disadvantaged, including those who speak
English as a second language. Fair assessment processes yield evidence and
conclusions that are meaningful, appropriate, and fair to all relevant subgroups of
students. A fair assessment must measure a student’s ability in the subject they
have studied effectively differentiate student performance ensure no student is
disadvantaged, including those who speak English as a second language give all
students the same opportunity to achieve the right grade, irrespective of which exam
series they take, or which examiner marks their paper. It must also ensure that
exams are fair, by applying three core principles that form the design of
assessments. These are validity, reliability, and comparability.

3.2. Valid Assessment measures the areas of knowledge and ability that are relevant
for that specific assessment and nothing else. It also refers to the degree to which a
method assesses what it claims or intends to assess. To be considered valid, an
assessment should be a good representation of the knowledge and skills it intends to
measure, and to maintain that validity for a wide range of learners, it should also be
both accurate in evaluating students' abilities and reliable across testing contexts
and score. An assessment is valid when it measures the content that was taught and
when it reflects the content and skills you emphasize when teaching the course.
Validity is critical because educators make inferences from assessment scores about
student achievement or mastery of content. In a valid assessment the assessment
must be done on what was meant to be assessed thus if achievement of a particular
outcome is being assessed, the assessment must genuinely assess that and not
something else.

3.3. Reliable Assessment is an assessment that alludes that an educator assesses

the same learner again using a similar test to get the same result. As such reliability
means getting consistence in results from assessment activities. It further refers to
the extent to which an assessment method or instrument measures consistently the
performance of the student. Assessments are usually expected to produce
comparable outcomes, with consistent standards over time and between different
learners and examiners. Reliability refers to how well a score represents an
individual's ability, and within education, ensures that assessments accurately
measure student knowledge. Because reliability refers specifically to score, a full test
or rubric cannot be described as reliable or unreliable. To ensure a reliable
assessment educators need to use enough questions to assess competence, have a
consistent environment for participant, ensure participants are familiar with the
assessment user interface, train them well, measure reliability, as well as conduct
regular item analysis to weed out ambiguous or poor performing questions.

3.4. Practical Assessment means that it must be cost effective, not time consume
and convenient. Practical assessments allow students to demonstrate their ability to
undertake a range of actions or processes to achieve outcomes. Both the process
and the output of the work can be documented and be used for assessment. It can
be completed either on an individual basis or collaboratively. In either situation you
can learn much about the level of understanding each student has, both content
being assessed, and of the skills and strategies employed in the activity. By including
an assessment of practical skills in examinations, the teacher will encourage the
student to pay more attention to them in the course. Practical tasks can be
completed either on an individual basis or collaboratively.

QUESTION 4

Skimming: this is an in class, allot a short period of time for the learners to skim the
first paragraph or page of the text, look at illustrations and subtitles, and identify the
words in the text that explain the who, what, where, and when of the text content—to
identify core vocabulary words that will help them work through uncertainties. To
teach them how to use skimming one has to give children a text and a short amount
of time and ask them to skim the text then report back to what it is about, explain to
the children that a word, phrase or punctuation mark is used throughout the text, Ask
children to find a specific word in a wordsearch as well as, using images such as the
one below to spot words can help children scan and pick up on lines etc that are
unusual compared to the rest of the picture

Scanning is reading rapidly to find specific facts. In as much as skimming tells you
what general information is within a section, scanning helps you locate a particular
fact. One use scanning in research to find particular facts, to study fact-heavy topics,
and to answer questions requiring factual support. To ascertain that student can read
they must be able to read each question completely, look for answers to only one
question at a time, read the surrounding text carefully to see if it is relevant as well
as re-read the question to determine if they understood the questions.

The synthetic approach stresses on the importance of making the learner skilled in
recognising and sounding out letters and syllables before she or he puts them
together to make words and sentences. Emphasis is on put on the accurate
production of speech of sounds represented by letters and combination of letters.
Synthetic approach works best with languages where the correspondence between
letter and sound is very regular rather than those where the correspondence is
regular. The core complex the spelling of a language, the more practice is needed.
Systematic synthetic phonics is scientifically supported as the approach which most
effectively caters to the needs of all students. Combining systematic synthetic
phonics with explicit instruction in morphology and etymology ensures students gain
the knowledge and skills required for spelling success.

Analytic approach is a reverse of the synthetic approach. To analyse is to examine in

detail the parts and structure of a particular phenomenon. It is also called the top-
down approach where is in teaching it is called language experience or whole
language approach or the look-and-say approach. In analytic approach learners
repeat the sentence as they scan the written text from left to right and are then led to
break the sentence down into words and then syllables and then letters. There are
some benefits related to analytic approach which include,

Having a greater participation from leaners in the form of discussion

There are more opportunities for learners to practice language in a meaningful way.

There is greater communication between leaners and between leaners and

educator.

Leaners learn language in a meaningful context and not in isolation.

Analytic approach will suit my adult learners. Analytic approach can also help with
spelling. For example, a learner learns that the initial sound in pig is the same as that
in pen and pat, so they conclude that they must write that sound with the same letter.
This is my choice because encourages learners to use language in everyday life
situations, thereby gaining confidence in communicating with a wide range of people
in society, it also encourages learners to think critically and engage with current
issues.

QUESTION 5

Principle 1 - Assessment should be valid.

Validity ensures that assessment tasks and associated criteria effectively measure
student attainment of the intended learning outcomes at the appropriate level.

Principle 2 - Assessment should be reliable and consistent.

There is a need for assessment to be reliable and this requires clear and consistent
processes for the setting, marking, grading and moderation of assignments.
Principle 3 - Information about assessment should be explicit, accessible, and
transparent.

Clear, accurate, consistent, and timely information on assessment tasks and

procedures should be made available to students, staff and other external assessors
or examiners.

Principle 4 - Assessment should be inclusive and equitable.

As far as is possible without compromising academic standards, inclusive and

equitable assessment should ensure that tasks and procedures do not disadvantage
any group or individual.

Principle 5 - Assessment should be an integral part of programme design and should

relate directly to the programme aims and learning outcomes.

Assessment tasks should primarily reflect the nature of the discipline or subject but
should also ensure that students can develop a range of generic skills and
capabilities.

Principle 6 - The amount of assessed work should be manageable.

The scheduling of assignments and the amount of assessed work required should
provide a reliable and valid profile of achievement without overloading staff or
students.

Principle 7 - Formative and summative assessment should be included in each

programme.

Formative and summative assessment should be incorporated into programmes to

ensure that the purposes of assessment are adequately addressed. Many
programmes may also wish to include diagnostic assessment.

Principle 8 - Timely feedback that promotes learning and facilitates improvement

should be an integral part of the assessment process.

Students are entitled to feedback on submitted formative assessment tasks, and on

summative tasks, where appropriate. The nature, extent, and timing of feedback for
each assessment task should be made clear to students in advance.

Principle 9 - Staff development policy and strategy should include assessment.

All those involved in the assessment of students must be competent to undertake
their roles and responsibilities.