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Roles of assessment in learning
Roles of assessment in learning
Roles of assessment in learning
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It is important to evaluate learning activities because that is how we find out how effective the learning activities are. Good teachers assess children regularly to inform teaching, provide feedback to pupils and to communicate children’s progress to parents A child’s development is observed, assessed and recorded by the teaching staff, including teaching assistant, throughout their academic life. This can be done in many ways such as observations, guided reading, maths assessments, phonic assessments, writing tasks, art projects, teacher assessment of course work, SAT's and later on O Levels and A level exams. By assessments the teacher and teaching assistant will be able to tell whether or not a child has a particular difficulty in
Child Observation Record (COR) is the checklist that evaluates children’s learning in the five content areas. Each day, teachers observe children at play in natural and authentic situations and then take notes about children’s behavior. These records are gathered to help teachers evaluate children’s development and plan activities to help individual children and even the whole classroom make progress. For teachers, the Preschool Program Quality Assessment (PQA) is used to evaluate whether the whole High Scope program and the staffs are using the most effective classroom and program management
The importance of involving the learner and others in the assessment process is the learner’s employers and work colleges are with the learner on a daily basis and can therefore contribute to proving that the learner is competent in their field of work. Also having the employers involved, gives them the reassurance that their employee is progressing in the qualification and is also gaining more knowledge for the job role they are in. And, identify areas that need more training from the employer.
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
Assessment for learning informs and promotes the achievement of all pupils, as it encourages them to take responsibility for their own learning. It focuses on the learning process and how to improve a child’s academic progression, finding out where pupils are within a learning range, where they need to go and how best to get them there. Lots of different assessment for learning strategies can be used to help pupils in their learning, and these can be adopted by teachers to gain an understanding of what has been achieved and what steps should be taken next in order to progress learning forward.
Savage, J. & Fautley, M. (2008). Assessment for Learning and Teaching in Secondary Schools. Dawsonera [Online]
Assessment methods – some centres would have standardised format in place for you to follow when assessing learners. This will usually tell you what methods to use to assess various units and what level of flexibility you are allowed as an Assessor to make changes where required.
Doherty, J and Hughes, M (2009) Child Development: Theory and Practice 0-11, Essex: Pearson Education Ltd
Marshall and Drummond (2006) states that the King’s Medway Oxfordshire Formative Assessment Project (KMOFAP) work examines the four major areas are related to formative assessment including questioning, feedback, sharing criteria with pupil, and peer and self-assessment. The assessment are closely associated with the ‘classroom practices’ that stands for everything that teachers and learners actually do in the schools (Drummond, 2003). Black and Wiliam (1998a, p.16) argued that ‘the quality of interaction learning between [ learner and teacher]...is heart of pedagogy. Teachers need to know their learners’ progress and obstacles in their development, it is necessary for instructors to reroute their work to raise progression and tackle these
Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009).
The information gathered from assessments can be used to inform policy makers, faculity, and caregivers on children’s progress. It allows others to see observations that would not otherwise been seen by others .
Assessments allow for teachers to monitor the progress and growth of his/her students, help engage students and help guide teachers as well as students in their decision making. Teachers should know that tests are not the only way to assess students in the classroom. It is important for educators constantly assess their students on comprehension and progression.Teachers can take use of both formal and informal assessments so that they can engage students in their own learning, as well as monitor their comprehension and progress.
I will explain that as teachers, it is imperative to decided on what knowledge or skill needs to be assessed. After we define our objectives, it is time to ask ourselves, “Which type of assessment will be most appropriate?”
Children are assessed each and every day in their classroom; from telling up a story and coloring a picture about it to being record on video in the beginning of the year and played at the end of the years. Teachers are taking notes on every move some of their students make. These observations that the teachers are taking all get produced into some source of a portfolio to display the child’s work and growth throughout their year at school. I see portfolio building each week when I am observing children, all their assignments are leading up to one way or another that they will be assessed on.
Observation and assessment are one of the key components in early education. Observation and assessment is implemented to successfully identify the weaknesses and strengths of the students. There are many ways which observation is conducted. Three techniques to observe are event sampling, time sampling, and narrative.
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of