Essay on assessment for learning

Essay on assessment for learning

Assessment For Learning Assignment,Introduction

WebAssessment of Learning Assessment of learning is a summative process of assessment, generally undertaken at the end of a particular topic or unit of learning (MoE, WebMar 7,  · In this essay I am going to compare and contrast the roles of the teacher and the learning support practitioner in assessment of learner’s achievement. I will WebIt is of key Importance as a student teacher to understand the application of AfL, as several studies have identified that the use of assessment is key in developing future WebAssessment of Learning Assessment of learning is a summative process of assessment, generally undertaken at the end of a particular topic or unit of learning (MoE, ). The WebSep 18,  · Assessment for Learning. The Assessment Reform Group () identifies ten principles to guide classroom practice in assessment for learning. Choose five of ... read more

The second section describes four major types of assessments which are: observations, performance assessments, flexible interview, and the different test that teachers can used based. This critical evaluation therefore reflects upon a range of AfL strategies used within a unit of work on construction techniques for a year 10 textiles class at School X. The analysis was made across. Learning Style Assessment Every person is different. Each individual learn and acquire knowledge through his own unique style. Some individuals are outspoken who tend to acquire knowledge in a lively classroom environment with lot of interactions happening, while other individuals, like myself, prefer a lonely silent place and do self study rather than a classroom environment.

Based on research done, the ways in which people acquire knowledge have been categorized on the basis of learning styles. Each student has his or her own unique approach and style of learning. These differences may not always mesh with the conventional educational methods practiced at the collegiate level. As the demographics of the collegiate population continue to change. Essay Topics Writing. Home Page Research Assessment for Learning Essay. Assessment for Learning Essay Better Essays. Open Document. For most students, assessment requirements literally define the curriculum. Current research suggests it is assessment used in the right way, as part of teaching to support and enhance learning that has the most significant impact on learning Elwood and Klenowski, New forms of assessment The realization of the …show more content… Taras outlines three conditions that must be met for effective formative feedback to take place: 1.

taking action to close the gap — requires learners to use this new information at the same time as producing. However, they suggest that the current practice of formative assessment could be improved and identified five key ways to enhance formative assessment: 1. feedback to any student should relate to the qualities of the work with advice on what the student can do to improve and should avoid comparisons with other students 2. students should be trained in self-assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve 3. opportunities for students to express their understanding should be designed into any piece of teaching, for this will initiate the interaction whereby formative assessment aids learning 4.

the dialogue between students and a teacher should be thoughtful, reflective. Get Access. Good Essays. Assessment Of Learning : Assessment Words 7 Pages. Assessment Of Learning : Assessment. Read More. Decent Essays. Learning Assessment Words 4 Pages. Learning Assessment. Better Essays. Assessment for Learning Words 8 Pages. Assessment for Learning. Teaching And Learning Assessment : Teaching, Learning And Assessment Words 4 Pages. Teaching And Learning Assessment : Teaching, Learning And Assessment.

Assessment For Learning And Assessment Essay Words 5 Pages. Assessment For Learning And Assessment Essay. The Assessment Of Learning Objectives Words 5 Pages. The Assessment Of Learning Objectives. Enabling Learning and Assessment Words 14 Pages. Enabling Learning and Assessment. Assessment For Learning Strategies Words 7 Pages. Assessment For Learning Strategies. They can then use this to adjust day to day teaching and plan further work. The second principle that I will be discussing is how assessment for learning focuses on how students learn. Assessment for learning helps those pupils, who do not always find learning easy, to make progress.

When we do our assessment of a lesson we have to consider the different styles in which pupils learn. Day to day assessments is an on going and essential part of teaching and learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be made and identify the next steps to take national strategies standard. When undertaking assessment of pupils, teachers use their knowledge of individual children in deciding on how to go about assessing the pupil. Research on grading pupils, shows that children are less motivated and often demoralised when they are continually compared to each other. They need to know the criteria for the next level above ,but they do not need to know what that level is called.

If a child is a visual learner and for the assessment to be fair to him we adapt the test by having pictures inserted as well as questions. For those children that are auditory learners we read out the questions to the whole class and this enables them to fulfil their learning style. In our setting we have a working wall where the children are able to see what the objective and the success criteria of the lesson are. Appendix 4 On the working wall for the visual learner, we have two eyes to show what the teacher is looking for and ears to show the children to listen. For those children where English is an additional language we have support staff that are available while the test is taking place, so the staff can help where appropriate.

Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils. In our setting there is a boy that is very able but his writing skills are very poor. His fine and gross motor skill are underdeveloped so to get the best out of him, he does all his work on the computer which is then assessed.

Children that are on the S. register have their own I. The third principle that I would like to discuss is that assessment for learning should be recognised as central to classroom practice. Tasks and questions should prompt learners to demonstrate their knowledge, understanding and skills. In our setting assessment for learning is recognised as central to classroom practice. In the Foundation unit the teachers usually plan the lesson with the ideas given by children. On a Friday afternoon the teacher has circle time with her class where she starts off with a basic topic and the children then give ideas on what they would like to do around the topic.

In considering the ideas of the children it prompts the learners to learn and helps with the ongoing of assessments. I did a lesson on electricity in a year2 class which I was covering. In order for me to assess the children I asked a lot of open questions which prompted them to answer. The open questions gave the children the opportunity and encouraged them to think beyond the literal. Research on wait-time showed that teachers need to leave five seconds after asking children a question, to allow them to respond. This is the optimum time it takes to process the question to formulate the answer Clarke, After having watched the classroom experiment I was able to take on board the idea of waiting time which I now religiously apply.

The negative side to the waiting time is that some teachers wait for two seconds before they either ask another child or answer the question themselves. Children often then do not try to think of a response, because they know that the answer would be given or another child would be asked to answer. The lesson was very inter-active I was able to assess whether my success criteria was achieved. When I handed the worksheets to the children I had asked them to write the learning objective below the date and to refer to it when they were doing there work. The fourth principle that I would be discussing is that learners should receive constructive guidance about how to improve their learning. Most learners are curious to know how they have done in a task.

The aim of marking in our setting is to improve the quality of teaching and learning in the classroom. Whilst doing my research. I found out that Nancy from Riverside school says that her marking has developed from comments with targets and grades, which is the school policy, to comments and targets only. Pupils do work on targets and corrections more productively if no grades are given. Marking is an integral part of assessment and target setting and the outcomes inform short, medium and long term planning. Its rationale is to enable every child to achieve their full potential. It is recognised that one to one oral feedback is most valuable for young children. In our setting the minimal response for all written work is that it should be initialled and dated to acknowledge that it has been seen.

Maths work is usually ticked if correct and marked with a bullet point to signify that the answer needs to be checked. In UIS traffic lights are used to indicate whether the child has achieved the success criteria for the task. Green-learning objective met, orange-a few examples of learning objective having been met, red-learning objective not met, need to see the teacher. Appendix 5. Smiley faces are used to indicate good effort. Whilst doing my research and talking to other teachers in school I found out that each child gets a detailed feedback of their work at regular intervals. This detailed feedback could be oral or written and should be specific and related to the learning intention set for the particular piece of work. Feedback needs to indicate areas where improvements or next step targets are to focus.

It is important to allow children the time to reflect on the feedback and make improvements to a specific piece of work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress. The development of peer assessment and self-assessment takes planning, time, patience and commitment.

They are able to engage in self-reflection and to identify the next steps in their learning. UIS trains children to use the traffic light system to indicate directly on their work to what extent they feel they have achieved the learning objective of their given task and how secure they feel they are in their learning. This helps the teacher to identify if a child is having any difficulty and this also give the children confidence in seeking help. The negative aspects of using the traffic light system at right at the end of the lesson is that some children who are over confident tend to rank their achievement very high and those children that have low confidence tend to under estimate themselves. Teachers in our setting also encourage children use the thumbs up that is when a child is confident they have achieved what was expected of them, thumbs sideways which indicates that they are half way there in understanding the objective ,but could achieve more and thumbs down which indicates that the child does not really understand and needs a bit more help.

Pupils need to be able to assess their own progress to become more independent learners. We regularly do peer marking which I find very helpful indeed. A lot of misconceptions come to the fore, and we then discuss these as we are going over the work. I then go over the peer marking and talk to pupils individually as I go round the room. Peer evaluation works really well because children learn from each other where they have gone wrong and how to put it right. The advantage of peer assessment is that children get to work with different children and they get a wide idea on how the pupil has achieved their success criteria.

Some children assume that the more able children never find anything difficult, but this process makes them aware that all learners find some aspects difficult. After having done all my research I have found that the most important aspect of assessment is to have the learning intention and success criteria in focus. Some teachers tend to give feedback to pupils on areas that are not of much relevance to the objective. It takes a while to get into the habit of giving appropriate and relevant feedback but the strategy is simple, make sure that the learning intention is mentioned first and then talk about the secondary features.

If it is necessary to mention the secondary features, then say it in a very low tone to the pupil concerned. Clarke, , p Ofsted had done a survey on 43 schools and found that 7 of these schools were inadequate in their assessment for learning. As a result, pupils did not understand enough about what they needed to do to improve and how they would achieve their targets. He suggests that real change will only occur where teacher beliefs about teaching and learning have been significantly altered. Therefore if schools and teachers want to make changes they have to have the subject knowledge, be committed and dedicated to continually re-examine their teaching styles.

The Assessment Reform Group identifies ten principles to guide classroom practice in assessment for learning. Choose five of particular relevance to your practice and evaluate them in relation to the pupil experience in your school. Assessment for learning AFL is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to be and how to achieve their goal. Black and William in their research on the use of formative assessment in the classroom found ten principles of assessment which guide classroom practice in AFL. Assessment Reform Group, The school I work in is a city based multi cultural school. UIS caters for children from all backgrounds and inclusion is of importance to our setting.

I work in key stage 1 as a HLTA. I do PPA cover throughout the year 1 classes and I cover when a teacher is away wherever possible. The subjects I teach are the foundation subjects which are History, Geography, R. S and Music. I plan, implement and assess these subjects. In UIS, we believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning Assessment for learning formative assessment involves the use of assessment in the classroom to raise pupil achievements.

It is based on the idea that pupils will improve most, if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim i. to close the gap in their knowledge. Teachers may make this judgement at the end of a unit of work, a term, a year, or if a key stage. We give our children regular feedback on their learning so they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance. To support our teaching, we use the Early Years Foundation Stage guidance, the Primary Framework literacy and mathematics schemes of work based on National Curriculum objectives.

The first principle that I will be discussing is that assessment for learning should be part of effective planning of teaching and learning. The teachers plan their lessons with clear learning objectives. Our lesson plans make clear the expected outcomes of each lesson. Appendix 1 Teachers always share the lessons learning objectives with the children as the lesson begins. They also indicate the way in which the activity is linked to the learning objective, and the criteria against which the work will be judged which is the success criteria. We identify those individual children who do not achieve, or exceed, the expected level for the lesson, and we use this information when planning for the next lesson.

Targets are set for end of Key Sage 1 and approved by Governors and the local Authority. UIS set year group targets in Mathematics, Reading and Writing for all our classes, during each academic year. These are expected levels of achievement reached by the end of the year for the majority of children and the more able in class. In Foundation1, staffs know that the next step children need to take is through systematic observation. These are shared with parents and talked through with children where appropriate.

In Foundation 2 children have individual reading targets and group writing targets. In Key Stage 1 all children have individual and group targets in reading, writing and maths. The type of assessment that our school make varies from subject to subject. We assess informally throughout the term, based on observations made by teachers or support staff. Every week I annotate assessment of the class I teach on my plan appendix 2 and at the end of term fill out the assessment sheet. Appendix 3 These observations are recorded in a variety of temporary formats, such as post-it notes, and are used to inform the Foundation Stage Profile or National Curriculum levels. The teachers record the progress of each child against these board objectives.

This enables them to make a udgement about the work each child in relation to national standards and allows them to monitor the progress of each child. Each teacher passes this information on to the next teacher at the end of each year. They can then use this to adjust day to day teaching and plan further work. The second principle that I will be discussing is how assessment for learning focuses on how students learn. Assessment for learning helps those pupils, who do not always find learning easy, to make progress. When we do our assessment of a lesson we have to consider the different styles in which pupils learn.

Day to day assessments is an on going and essential part of teaching and learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be made and identify the next steps to take national strategies standard. When undertaking assessment of pupils, teachers use their knowledge of individual children in deciding on how to go about assessing the pupil. Research on grading pupils, shows that children are less motivated and often demoralised when they are continually compared to each other. They need to know the criteria for the next level above ,but they do not need to know what that level is called. If a child is a visual learner and for the assessment to be fair to him we adapt the test by having pictures inserted as well as questions.

For those children that are auditory learners we read out the questions to the whole class and this enables them to fulfil their learning style. In our setting we have a working wall where the children are able to see what the objective and the success criteria of the lesson are. Appendix 4 On the working wall for the visual learner, we have two eyes to show what the teacher is looking for and ears to show the children to listen. For those children where English is an additional language we have support staff that are available while the test is taking place, so the staff can help where appropriate.

Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils. In our setting there is a boy that is very able but his writing skills are very poor. His fine and gross motor skill are underdeveloped so to get the best out of him, he does all his work on the computer which is then assessed. Children that are on the S.

register have their own I. The third principle that I would like to discuss is that assessment for learning should be recognised as central to classroom practice. Tasks and questions should prompt learners to demonstrate their knowledge, understanding and skills. In our setting assessment for learning is recognised as central to classroom practice. In the Foundation unit the teachers usually plan the lesson with the ideas given by children. On a Friday afternoon the teacher has circle time with her class where she starts off with a basic topic and the children then give ideas on what they would like to do around the topic. In considering the ideas of the children it prompts the learners to learn and helps with the ongoing of assessments.

I did a lesson on electricity in a year2 class which I was covering. In order for me to assess the children I asked a lot of open questions which prompted them to answer. The open questions gave the children the opportunity and encouraged them to think beyond the literal. Research on wait-time showed that teachers need to leave five seconds after asking children a question, to allow them to respond. This is the optimum time it takes to process the question to formulate the answer Clarke, After having watched the classroom experiment I was able to take on board the idea of waiting time which I now religiously apply.

The negative side to the waiting time is that some teachers wait for two seconds before they either ask another child or answer the question themselves. Children often then do not try to think of a response, because they know that the answer would be given or another child would be asked to answer. The lesson was very inter-active I was able to assess whether my success criteria was achieved. When I handed the worksheets to the children I had asked them to write the learning objective below the date and to refer to it when they were doing there work. The fourth principle that I would be discussing is that learners should receive constructive guidance about how to improve their learning. Most learners are curious to know how they have done in a task. The aim of marking in our setting is to improve the quality of teaching and learning in the classroom.

Whilst doing my research. I found out that Nancy from Riverside school says that her marking has developed from comments with targets and grades, which is the school policy, to comments and targets only. Pupils do work on targets and corrections more productively if no grades are given. Marking is an integral part of assessment and target setting and the outcomes inform short, medium and long term planning. Its rationale is to enable every child to achieve their full potential. It is recognised that one to one oral feedback is most valuable for young children. In our setting the minimal response for all written work is that it should be initialled and dated to acknowledge that it has been seen. Maths work is usually ticked if correct and marked with a bullet point to signify that the answer needs to be checked.

In UIS traffic lights are used to indicate whether the child has achieved the success criteria for the task. Green-learning objective met, orange-a few examples of learning objective having been met, red-learning objective not met, need to see the teacher. Appendix 5. Smiley faces are used to indicate good effort. Whilst doing my research and talking to other teachers in school I found out that each child gets a detailed feedback of their work at regular intervals. This detailed feedback could be oral or written and should be specific and related to the learning intention set for the particular piece of work. Feedback needs to indicate areas where improvements or next step targets are to focus.

It is important to allow children the time to reflect on the feedback and make improvements to a specific piece of work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress.

Assessment for Learning,Assessment Of Learning : Assessment

WebMay 17,  · ‘At the heart of Assessment for learning is the process of finding out where learners are within the continuum, where they need to go and how best to get there’ WebSep 18,  · Assessment for Learning. The Assessment Reform Group () identifies ten principles to guide classroom practice in assessment for learning. Choose five of WebMar 7,  · In this essay I am going to compare and contrast the roles of the teacher and the learning support practitioner in assessment of learner’s achievement. I will WebAug 1,  · Introduction. Assessment of students is a vital exercise aimed at evaluating their knowledge, talents, thoughts, or beliefs (Harlen, ). It involves WebAssessment of Learning Assessment of learning is a summative process of assessment, generally undertaken at the end of a particular topic or unit of learning (MoE, WebIt is of key Importance as a student teacher to understand the application of AfL, as several studies have identified that the use of assessment is key in developing future ... read more

Each individual learn and acquire knowledge through his own unique style. The success of the student is easily achieved when there is harmony among the parents, teachers, and the students. Arthur, Grainger and Wray state how important rules, routines and expectations are in behaviour management: Effective rules provide pupils with a physically and psychologically safe predictable environment and work in a preventative way to establish and keep order and maintain momentum through the lesson Home Page Education Learning Assessment for Learning and Teaching. San Francisco: Jossey-Bass. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress. Assessment Of Teaching And Learning Words 6 Pages.

Essay type Research. In this essay, the strategies that will be critically evaluated are questioning and feedback, essay on assessment for learning. Lesson plan 2. Vark Learning Assessment Words 5 Pages. It is fundamentally important for teachers to establish their uthority with a new class and also for teachers to understand that authority is earned within the context of relationships built by the teacher.