Justify the need for keeping records and describe the type of record that i would maintain

Justify the need for keeping records and describe the type of record that i would maintain


Primarily, record keeping is a methodical process of keeping record of an organization or learning personnel by creating, capturing, maintaining, and disposing of. Nevertheless, methodical process guarantee that the record keeping is fundamentally for the purpose of evidence, precise and effective updating, well-timed availability, and restrict access to only accredit personnel (Business Dictionary, 2011).

Furthermore, (Virtualib.Org, Unknown) states that assessment is the process of collecting data, which enables the teachers, pupils and parents to evaluate/assess the progress of the learning pupil. However, assessment is key element in the planning process and it can only be achieved through precise record keeping that enables teachers/learners to tracks to learning progress. Be it as it may, assess is a tool for studying the programme planning and teaching. Moreover, assessment calculates and tracks the potential improvement of the learning, teaching and achievement and leads the teacher/learners to the next stage to be achieved.

Additionally, the main question is why do we need to keep recordsNevertheless, the types of record differ depending on the level of communication and what the context it will be used. Howbeit, the types of record are teaching records, individual records and overall records. Moreover, as said earlier it is a system of documentation that allows teachers to keep record of communication proceedings. Nonetheless, these proceedings records are kept as evidence for some many reason and they can be in form of Ofsted records, financial audit, information gathered during class/course program, health and safety communication.

Conclusively, (Virtualib.Org, Unknown) cited that the types of records to be maintained are any form of communication with learners, parents and teachers. Howbeit, these are written evidence, written comments, observation, task discussing, oral questions, take home assignment and test, assessment work built into schemes of work, extension work, attainment in 5-14 targets (use of checklists), approved test results, cognitive Abilities Tests (C.A.T.) results, project co-operation work, self assessment, feed backs, teacher’s class reports and practical activities work. All the same, keeping records on primary needs enables for a reliable assessment on the act of intervening and this provides for a leaner with opportunity for a suitable progress towards a triumphant on reaching their learning goals. Yet, the types of records we keep ranges from different course activities during the time period of a learning program.

Self evaluation form (session plan)
Self evaluation form (micro teaching / teaching practise delivery)
Summative profile and action plan
Evaluation of learning experience
Record of achievement: assessment
Candidate unit declaration
Peer group / tutor evaluation and feedback: micro-teaching / theory assessment
Scheme of work
Session plan
Assignments with assessment front sheet and feedback record
Enrolment forms
Initial assessment
Registers, training plans
Teachers planning booklet
Log evidence and Value
Students/parents wistful desires
Evaluation progress form
Directions and visions
Portfolio materials
Howbeit, these are categorized in three form which are teachers record, individual record and summary record.

Teaching records

A short evidence of used teaching methods.
A grading comment of how the learners are progressing.
A short note of next steps.
Tracking records of self assessment.

Individual Records

Collections of work.
National test results.
Records of self-group assessment.
Indications of levels of achievement and progress.
Tracking records of individual learners progress assessment

Summaries of complete class performance

An on-going record for learners working at different learning level based on their abilities.
Principal collective courses of study area.
Submitted of national test results.

In addition, (Wayt, 2008) quotes that the policy on record keeping, assessment, and reporting is centred on the already existing Guidelines on Assessment 5-14 on good teaching practice. Howbeit, a record keeping shows precisely what a learner understands by what teacher has taught. Per contra, it allows the teacher to assess the summative progress of the teaching process with the course unveil who needs more learning assistance or which leaner is ready for more thorough work by showing more improvement or inadequate progress than expected. Moreover, it depict whether the teacher requires reconstructing any specific section of their teaching by assessing successes rate or weak point where teachers needs to improve. Additionally, (City and Guilds, 2007) proclaims that assessment can be classified in terms of their meaning and when they can be used.

In any case, these assessment types are initial, formative, summative, formal and informal. Further, these assessment types are related, it is connected directly to teaching cycle and it makes the teaching cycle to be effective.


Shelton. B. E, 2009. Real-Life Homeschool Record-Keeping & Organizing, [online], Senior High: A Home-Designed Form+U+la, USA (.s.n.). Available at: < http://www.homeschooloasis.com/art_10_reasons_to_keep_records.htm> [Accessed on 11/04/2011].

Business Dictionary, 2011. recordkeeping system, [online], WebFinance, USA (.s.n.). Available at: [Accessed on 11/04/2011].

Wayt, S. 2008. Explain the need for keeping records and describe the types of records you would maintain, [online], Unknown (.s.n.). Available at: [Accessed on 11/04/2011].

Virtualib.Org, Unknown. what is the need for record keeping in relation to assessment, [online], Virtualib.Org, Uk (.s.n.). Available at: [Accessed on 11/04/2011].