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.
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, â€ ̃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
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
Assessment is about measuring the student’s achievements, skills and deficits. (Chin 2005:119) Completion of a Diagnostic Assessment shows areas in need of improvement. Diagnosis is about understanding why a student is not learning or why he is underachieving and should also lead to advice on how to teach him. (Chin 2005:119)
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
Assessment for learning is the process of seeking and interpreting evidence in use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there. Since the goal of formative assessment is to gain an understanding of what students know (and don't know) in order to make responsive changes in teaching and learning. Techniques such as teacher observation and classroom discussion have an important place alongside analysis of tests and homework. Much of what tutors and learners do in the classroom can be described as assessment for learning.
Having individual learning plans in place is a good way of ensuring learners needs are being met.
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.
These plans are created to support each student in meeting rigorous skills and goals. The teacher will help students meet their goals by drawing upon knowledge of content areas, curriculum present, cross disciplinary skills, and community context. This is an important standard for teachers to follow because students are expected to meet newer and higher standards nowadays and it is the teacher’s job to teach them in an effective way so they can master all the material. The teacher needs to be prepared to teach the material in different ways so the student can me the most successful.
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.
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
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.