1.2 Explain The Importance Of Regular Feedback

Pupils may also have difficulties with the work in general or they may have listening troubles. Asking pupils to evaluate their own work may enable them to identify their own problems and the teaching assistant can address these where appropriate.

This section describes how we, as practitioners, monitor how the children are progressing and in which areas.

Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback.

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

good for recording large groups of children , are easy to use and they same actions on the tick list can be carried out at a later date to show the level of the Childs progression. Disadvantage often this type of check focuses on what skills a child is showing but does not look at confidence or happiness whilst doing the task.

Tangible and Transparent feedback is vital for all students and parents. Parents have been tangibly giving feedback to their students since they were born. When a child whimpers, a parent responded. When a child learns to walk, the parent cheered. However, they also provide feedback when a child is irresponsible. As a teacher, I can use that love and connection to have feedback with the

A/c 1.2 The benefit of using a child centred model of assessment and planning is that you concentrate on the person and their specific and individual set of needs and circumstances. A child centred model promotes the rights of the child and allows them to communicate and say what they want for themselves. When children are moved to make the correct choice and take a lead using this type of assessment they tend to succeed as they develop their needs. Children and young people’s needs can be identified through observation and the sharing of information between those that are involved in the care of the young people or children. The parents and class teachers are the best places to identify individual needs because the young people spend more time at school and home than they do anywhere else. School/ home visits, review meetings, hospital consultations are some of the

| Good way of seeing where the child is with their development – do they need encouragement in a certain area?

Effective feedback will encourage the learner to progress and by knowing what and when to give feedback is half the battle won, by choosing a moment to give feedback is as valuable as the actual feedback given. The learner basically wants to know two things what is the grade? and how can I improve? The perfect time to give this feedback is as early as possible after the assignment has been completed. Any feedback during the assignment should not interfere with the assignment in progress but instead compliment the good bits and encourage rather than

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.

This form of assessment allows me to find out children's prior learning experiences and interests and gives me an indication of where they are at, whilst children getting to have a 'voice' in what goes on in their classroom. On top of that, at the start of the term children would be able to engage in theme based lessons by inquiring them to suggest themes they'd like to study over the next half term, this gives children the power to take control of their own learning and supports children's intrinsic motivation of wanting to learn for themselves.

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.

Learning to write is a complex skill that develops over time. Usually, handwriting starts with scribbling and drawing then moves on to forming letters and words. Our Writing table is always set up with mixed medium writing material. We also provide popsicle sticks, bottle caps, and stones with alphabet letters written on them. They help children to recognise letters. Today, we added a dotted name tracing for children to practise writing their names. I invited Jennelle to participate this learning experience. Jennelle showed willingness and stayed focused at tracing over the letters of her name. This experience demonstrated Jennelle responds to ideas and suggestion from her educator, and she is an enthusiastic participant in her learning.

It can be argued that the best way to learn something is to take the kinetic approach and to engage with the activity and do it. This would mean that although some modelling from the teacher would be of use the children need to engage in the writing aspect itself and not simply pose ideas which are then developed as a class. The children need to think about how they will write for themselves. They will develop some of the skills of writing through the observation and engagement in shared writing, such as new vocabulary. It does not however, allow this children to test writing for themselves and to try to spell things and have a go at different aspects of writing. As said by Fisher ‘writers need the confidence to develop an individual voice. For this they need confidence to use, or consciously misuse, the conventions; have fun with written language; and express their own ideas in their own ways as well as generically convention ways’ (2006. P.4). therefore we should embrace children’s writing and the mistakes whilst they engage with this process as gives them more of an opportunity to have fun with writing and they can always edit their work

Self-assessment is beneficial at all ages as part of self-reflection, understanding and evaluation. Self-assessment requires students to set goals about their learning and as such assists in building self-image. Consequently "as students become more aware of their role in the learning process, they are more able to accept responsibility for learning." (Lake, K & Kafka , K, 1996, p. 105) Such a practice has been employed at Ben Franklin Elementary School in Madison, Wisconsin as early as kindergarten.