Assessment for Learning Essay

appraisal for study is the transition of seeking and interpreting evidence for exercise by learners and their teachers to decide where the learners are in their acquire, where they select to go and how high hat to get there. sagaciousness Reform Group, 2002 The teacher has supreme debt instrument for frozenting schemes of work for the class with effloresce objectives (Formative judgment) and writing end of bourne and end of year reports drawing together the development gained through sound judgement for breeding. (Summative judging) The learnedness objectives are delivered to the class by the teacher and it is the TAs responsibility to be advised of the training objectives, the personalised learning goals for individualistic learners. the get hold ofr criteria for the learning activities the mind opportunities and strategies relevant to their own role in the learning activities While taking the children through the scheme of work the TA will support the children by discussing their individual objectives this canister likewise be through with groups of children who are working at the aforesaid(prenominal) level with the same learning let results. This is done to check that the children understand what is expected of them.This light upon to be re positioninged throughout the lesson. It is the TAs job to pace the session to the learning style and ability of the children. At the end of the session the TA takes to kick the bucket positive, factual feedback to the children and the teacher. This will include your observations on how the learners responded and the strategies that were useful. The discussion betwixt the teacher and the TA will enable further objectives to be set for the next lesson. Both the teacher and the TA are fully elusive in the mind of learner achievement with the TA fully financial support the teacher. 1.2 Summarise the difference between formative and summative assessment. In 2004, at a conference of Assessors, Professor Paul Black pointed out An assessment activity can serve learning if it yields information to be utilize as feedback, by teachers, and by their students, in assessing themselves and each other, to convert the training and learning activities in which they are engaged. Formative and Summative Assessment are the two main forms of assessment used by the teaching profession. Formative assessment (Assessment for reading) is the type of assessment that takes place sidereal day to day during lesson time.It is the reviewing of progress and understanding of the pupil, against the learning objectives set by the teacher. This can be done in a variety of ways such as observation, open questioning of pupils, checking understanding and allowing the children to be involved in the reviewing process during and at the end of a lesson. It allows learners to self-assess and self-evaluate their learning experience hopefully change them to be accrue responsible learners who u nderstand what they own to change to allow them to hit their goals. Formative Assessment occurs during the learning done with learners processed focused to amend learning is personally referenced Summative Assessment (Assessment of Learning) is the pulling together of the learning outcomes of tests at the end of a scheme of work, formative assessment and professional judgements to provide an end of term report showing what the pupils take for achieved, it could also take the form of a Key stage SATs. It is outcome focused, occurs after the learning has been taught and is a way of measuring and proving learning. Summative Assessment occurs after the learning done to learners outcome focused to prove learning. outwardly referneced While the two forms of assessment are entirely different the resulting information from both types can be used to garter with setting learning objectives. The two types of assessment are not necessarily to be used separately they should complem ent each other, as the use of Afl can help pupils perform better on summative assessment tasks and summative assessment can reflect the impact of Afl. 1. 3 Explain the characteristics of Assessment For Learning. Assessment for learning encourages the learner to take responsibility for their own learning and achievements.This is done by providing them with the following information Learning conceptions A learning intention is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be. They can also be call Learning Objectives, Learning Goals or Learning Aims Making sure that he pupils are aware of their learning intentions before the lesson begins in language that the pupils will identify with, focuses their maintenance to the learning and how to achieve their intention rather than the activity they are undertaking.This can help concord the pupil focused on task for long -lasting by increasing their motivation. The pupils should be reminded of the learning intentions throughout the lesson. Success Criteria This shows the learners what they need to achieve to meet the Learning Intentions Success Criteria are linked to the learning intention are specific to an activity are discussed and agreed with pupils front to undertaking the activity provide a scaffold and focus for pupils musical composition engaged in the activity and are used as the fundament for feedback and peer-/self-assessment.Formative feedbackAbout the quality of their work and what they can do to strike it better Giving pupils feedback and allowing them to feedback to the teacher how they feel their learning went. . Ambergate school regularly asked the children how they telephone they pick out done by giving a thumbs up, thumbs vanquish or thumbs sideways to indicate how the children feel somewhat what they have been taught. sometimes the children will be asked what they k now of the subject about to be taught and to sugar themselves out of ten in their books. At the end of the lesson they thus give themselves another mark out of ten and compare how they have fared.Effective Questioning To create a classroom climate where pupils come up with their own ideas, think aloud and explore their understanding. Questioning should take the form of open-ended questions to encourage the children putting their own ideas forward without universe led by an adult. The adult can then ask the childrens peers what they think of another childs idea to generate feedback. chiefly in the lessons in Ambergate school the children are reminded when working to ask, who, what, when, why and how to cover they get sufficient feedback to enable them with the tasks set.Peer and Self-Assessment and Evaluation. Peer and Self-Assessment enables learners to recognise mastery in their own and others work and to focus on how they are learning as well as what they are learning. Amber gate school regularly asked the children how they think they have done by giving a thumbs up, thumbs down or thumbs sideways to indicate how the children feel about what they have been taught. Sometimes the children will be asked what they know of the subject about to be taught and to mark themselves out of ten in their books.At the end of the lesson they then give themselves another mark out of ten and compare how they have fared. To summarize Assessment for learning meets individuals needs and maximises their full potential through regular monitoring. All staff are allowed to contribute to future planning by feeding their findings back to the teacher. 1. 4 Explain the importance and benefit of assessment for learning. Continuous assessment improves performance and behaviour, allows pupils to work more independently and it also improves motivation and risk taking.By increasing two way communication theory Assessment for Learning helps to strengthen the teacher pupil relations. F rom the teachers point of view AFl improves planning and delivery of the lessons while creating an opportunity to check the quality of the lessons and renovate activities to ensure they meet the learning needs. For the child it tells them where they are with their learning in each subject, gives them ideas on how to further achieve to ultimately get success in the given goal.Assessment approaches need to promote learner troth and ensure appropriate support so that all learners can achieve their aspirational goals and maximise their potential. It has been proven that children who do not feel part of the learner process quickly lose interest. Therefore, responses should be based on attentive questions, careful listening and reflective responses and effective feedback strategies. 1. 5 Explain how assessment can contribute to planning for future learning carried out by The TeacherAssessment for Learning helps the teacher to make well-founded judgements about pupils attainment while placing responsibility for managing learning on the child, with the goal of pupils being more actively involved with the learning process. As indicated above, the process involves explaining learning outcomes to pupils, providing them with feedback on their progress and enabling them to develop their self-assessment skills so that they are able to reflect on, and recognise, their own achievements. Knowing precisely what the pupil understands & then moving them on leads to effective learning. The Learners The process will keep the pupil informed of on-going process, giving them an insight into how they learn and which areas they need to improve to achieve the objectives set. This helps to increase their confidence, motivation and independence and also how to recognise when they need to ask for help. The Learning Support Practitioner. Assessment for learning will provide you with information of how each child learns and the knowledge they already have, which will help in how you fur ther question the pupil.This can be tailored to beseem the individual pupils pace and ability to learn. In a recent math lesson on Division techniques, on periodically checking the childrens understanding it became clear that they knew how to divide using the Chunking Method but the answers that some of the children were acquire were incorrect. This caused the TA to check their work and come to the conclusion that the childrens knowledge in subtraction of 3 figure numbers was letting them down.On feeding back to the teacher she said she had noticed the same fuss with the group of children that she was supporting. With this feedback, the TA and the Teacher implemented a refresher lesson on subtraction in the next Maths lesson to fill the gap in the childrens knowledge and allow the children to move forward with their knowledge and ultimate success with Division Techniques. Bibliography www. education. gov. uk Assessment for Learning for KS1 and KS2 Northern Ireland Supporting ed ucational activity and Learning L3 Louise Burnham.