E T Level 4 CERT PORTFOLIO Anon

The initial and diagnostic assessments are closely linked; all information gathered from these assessments are put together to help the learner and the teacher build a clear picture of the individual. This information will then be used to agree goals and actions, personalise learning, develop an ILP, tailor session plans to meet the individual learners needs and use teaching methods to cater for all learning styles.

All learners are entitled to undergo a period of initial assessment. Initial assessment is the process of identifying an individual’s learning and support needs to enable the design of an individual learning plan which will provide the structure for their learning.

Problem Solving Skills – teacher should be familiar with a variety of real world, problem solving

In your units, please include a minimum of two formative assessments and one summative assessment. The formative assessments should identify the critical content knowledge and skills, and suggest a formative assessment technique necessary to monitor student comprehension. This is critically important for first and second year teachers. If first and second year teachers are not provided the key “stop light” moments, they are likely to breeze by critical precursory knowledge and skills, and then be disappointed when students do not perform well on summative assessments. The summative assessment should be designed to produce a data point (i.e. grade) that aligns with standards and standardized assessments, and may be used by a data team as part of a Response to Intervention process. The summative assessment should be common; the expectation is that all teachers instructing the course administer the common summative assessment, calibrate assessment practices, meet in PLC groups to review/discuss student work, and identify students for tier 1 and tier 2

Formative assessment should occur regularly throughout the instructional process and, According to the National Center for Fair and Open Testing (NCFOT) (1999), Careful documentation can allow formative assessments to be used for summative purposes. The manner in which summative assessments are reported helps determine whether they can be easily translated for formative purposes--especially by

Formative assessment of a mind mapping task gives learners a better understanding of how often they use their numeracy skills within her everyday life including at work. This reassured them that they understand more about numeracy than they originally anticipated and takes away some of their anxiety towards learning. Learners will also fill out a learning styles questionnaire. In which the results will provided me with the information of how a learner learns, for example a visual learner will learn better when using visual aids, such as blackboards, and films. The use of imagery will help to learn more complex maths.

Formative assessment occurs when pupil learning takes place. As a result, I will need to measure childrenâ€TMs learning against their objectives by using ongoing methods of assessment. This is known as formative assessment methods and can be used throughout any lesson. I ask children open ended questions- for example, †̃how did you work that out?â€TM I do this to encourage independence and it also gives a chance for children to put forward there fantastic ideas about what they are learning and what they know. Observing is another effective way for me to gather

Having individual learning plans in place is a good way of ensuring learners needs are being met.

Diagnostic assessment – Diagnostic assessment is used to determine the student’s level of knowledge and ability prior to planning a lesson, which in turn informs the teacher what

The teacher understands that there is more than one strategy to teach the student’s. The teach uses a variety of instructional strategies to teach a lesson so the student’s are encouraged to develop deep understanding of the content. The goal is to provide different ways of thinking and different ways of connecting content so the student can build their skills and apply their knowledge to the outside world or everyday events. This is important for teachers master because this is a useful tool for students to take with them throughout their academic careers.

Teach for a variety of learning styles. Some people learn best by themselves, reading from a book. Some learn by listening. Some learn in groups, talking and trading ideas. Some by interacting with the physical world. Nourish a variety of learning styles.

Assessments are used to facilitate learning through collecting data. A complete assessment involves several elements. It attempts to answer the question of why a student is not learning or not producing in the instructional environment. Assessment also attempts to determine levels of functioning in areas that may be impacting student’s performance negatively. The purpose of the assessments is to provide all parties involved with the information necessary for individualized instruction (Assessment –for Parents, 1999). The most common reasons are referral, screening, identification, instructional planning, and student progress.

1.1.1 Initial assessment: Given prior to learner attending a class, helps to establish an agreed starting point for the learner. Derrick and Gawn (2010) assert that effective initial assessment amongst other things should establish any social, economic factors as well as learning difficulties or disabilities which may have an impact on the learning of literacy and language. It provides an opportunity to establish the

Assessment’s benefit teachers greatly and are a factor that is vital to a student’s education. Assessments are a method in which teachers use to evaluate, measure, and document the progress students have made. While assessments are usually equated with traditional testing, teachers may also use a diverse array of assessment methods to measure a student’s progress in any class. Assessments are usually created to measure specific elements of learning wither its cognitive, psychomotor or affective. Assessment may also be used to see the level of knowledge a student may already have on a concept or a skill that the teacher is planning on teaching. Assessments are also used to identify individual student weaknesses and strengths so that teachers may cater to the student by providing extra support on the concept being taught. The two common forms of assessments are formative assessments and summative assessments. A formative assessment is an in-process evaluation on students learning and is typically completed multiple times throughout a unit. This type of assessment may provide clarity on a student’s learning progress, and modifications that a teacher may need to make. A summative assessment is used to evaluate students at the end of a unit.

Diagnostic assessments are used to provide educators with information about students’ prior knowledge, skills, attitudes, learning styles and motivation to assist them to develop an effective learning programme that suits the educational needs of the learners. After diagnostic test summative and formative assessments are used to evaluate students’ learning.