Support assessment for learning Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners achievements In order to assess pupil’s achievements the teacher will take the main lead in doing so and the learning support practitioner will take guidance from the teacher’s assessments in order to support the pupil’s progress. In order to have a clear vision of the students ability and how they are progressing, the class teacher will monitor and assess students achievements, conduct reports of the achievements found for the department; other staff including year learning co-ordinators; and for the parents, they will also have meetings to share examples of pupil’s progress and discuss why they …show more content…
If a pupil is given the opportunity to discuss their learning either with a teacher or one of their peers then they will develop a deeper understanding of their learning which can build confidence, raise their self esteem and motivate them as students. Effective assessment will identify individual educational needs of all children as well as informing them about their specific performances and achievements, this will then allow teachers to use approaches that are personalised to the needs of a child. Assessment can be used not only to measure learning but also to promote learning by teaching pupils how to ask questions as well as answering them, by emphasising to a child that it is acceptable to ‘have a go’ and that by giving the wrong answer is still an opportunity to learn. It further provides the student with an understanding of what levels they are working at, what level they would like to working towards, and plan on how they are going to reach that level. Explain how
2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:
The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include
4) Assessment: the assessor must ensure that learner achievement and progression is checked throughout the learning process (formative assessment) and at the end of the course or programme (summative assessment). The assessment methods have to be fair, reliable and valid and linked to the planned assessment tasks. The assessor has the responsibility to ensure that learners are aware of the requirements and know how to meet the assessment criteria.
Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school
Assessments are used to track not only learner but tutor progress. Below I have documented some utilised in my everyday teaching life:
Scotland re-evaluated assessment strategies which saw the Assessment is for learning (Aifl) initiative implemented in 2002 which aimed to improve children’s life chances through a more coherent system (Gov.scot, 2005). The revised system, A Framework for Assessment (BtC5), incorporates principles of Curriculum for Excellence (CFE) and the values of Aifl, which collectively aim to support pupil progression. Furthermore, they aim to build confident individuals and successful learners (Educationscotland.gov.uk, 2008) who are active participants in their own learning and set their own targets. However, ‘for this to be effective teachers need to build an intimate and detailed knowledge of their pupils’ thinking and assist them, with fairly specific advice and scaffolding, in achieving the next stage’ (Harris, 2007). Therefore, for formative assessment to effectively support learner attainment, teachers must have a detailed knowledge of pupil capability and support them progressively in developing their own metacognition.
1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements.
The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.
A standard which has taken on a particular relevance to my job role whilst volunteering at St Margaret’s is Supporting Assessment for Learning. A few years ago, the school implemented a new marking and feedback policy. It sets out a framework within which teaching and support staff can operate and give guidance to the children and how children can evaluate their own and other’s learning.
However, these comments are something which can only become reality if practitioners are enquiring into their practice. On reflection, it is my opinion that as assessment is such a widely-debated idea that it should be enquired in a teacher practice on a regular basis. I feel that by just concentrating on effective questioning it has implicated my practice and made me feel more confident and knowledgeable. However, there are many other factors a teacher uses daily which can change the form of a child’s learning. Therefore, I feel another important next step in my practice would be to follow other formative assessment tools as a line of enquiry. Specifically, into LI and SC and understanding the most effective way to use this in the classroom, such as discussion or visibility. I feel that this next step would be a natural movement in the action research cycle (see Appendix 9).
Although this is primarily for younger children this idea can be used straight through life-long learning. Assessment enables the teacher to see what objectives have been met and what still needs to be addressed. This is often called formative assessment or assessment for learning. ‘Assessment for Learning is the process of seeking and interpreting evidence for use by learners ad their teachers to decide where the learners are in their learning, where they need to go and how best to go there’ (Assessment Reform Group, 2002).
You need to know and understand: K1 the relationship between your own role and the role of the teacher within the learning environment your role and responsibilities for supporting pupils’ learning and the implications of this for the sort of support you can provide the school policies for inclusion and equality of opportunity, and the implication of these for how you work with pupils your experience and expertise in relation to supporting learning activities and how this relates to the planned activities the objectives of the learning activities to be supported the importance of planning and evaluation of learning activities the basic principles underlying child development and learning; the factors that promote effective learning; and the barriers to effective learning K8 K9 strategies to use for supporting pupils’ learning as individuals and in groups school policy on the use of praise, assistance, rewards and sanctions
Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.
On the other hand, a learner might benefit from a verbal examination rather than written questions while another learner might prefer to be assessed bilingually. This would then mean liaising with other members of staff or the awarding organisation to make acceptability of such options (Gravells, 2014, P171). Furthermore, mentors, workplace supervisors and witnesses alike usually need details of the learner’s progress while relevant support staff will also need information about the learner so to give any required help and guidance. Overall, everyone who is involved with a particular learner needs to be aware of that learner’s progress and achievement by having a regular communication (Gravells, 2014, p171). Assessment sometimes involved a learner assessing their own work and is known as self-assessment while on the other hand, learners/ students can assess one another in a process known as peer assessment. Such methods of assessment give confidence to learners to be accountable for their learning and assessment as well as taking a decision about what they have been taught already. However, the learners will need to be wholly aware of what it is that they are required to assess i.e. the assessment criteria, the importance of being objective in their assessment and how they could give a constructive feedback to those that they assessed. While giving feedback, it is very important to make sure that
This evidence was conducted as part of a unit on length which I taught and guided by my placement teacher as part of their assessment for learning which meant that students did not receive grades as to not discourage students before commencing the unit of work. After assessing my students’ results, I realised that some students were not understanding the content and formatting of the assessment. So I decided to support those students through one-on-one sessions which allowed me to determine the areas that students were struggling with. I found that the students had trouble understanding the