Explanation Of Assessment Evidence On The Direction Of Learning And Individual Needs

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners achievements

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

Through the identification of these assessment methods, I will analyse their purpose and the role that they play in my learner’s development; and how these are used to identify learner progress and confirm their knowledge and understanding. I will explore theories and principals of assessment, covering formative and

3.4 In order to support pupils using formative assessment it is necessary to ensure all pupils are clear of the learning intentions of the lesson. They also need to know the reason that they are learning it and the assessment that will take place. A discussion with them will make sure that all this is clear. Success

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

Assessment is carried out to ensure that learning has taken place. This is used to measures the learner’s knowledge and skills in their chosen area of learning. Assessment can be used to encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to the standards of the awarding body.

Formative assessment can be an effective tool in building positive relationships as it gives cause for two-way communication at any point of a learning course. It can be written or verbally delivered, offering the opportunity to appeal to a variety of learning styles. It enables the learner to influence their learner programme and helps them build essential life-skills such as goal setting and self assessment. Its main disadvantage for the trainer is the amount of time the type of assessment can consume, and a learner may become disengaged by repetitive assessment exercises that interrupt the flow of learning.

Aligns with AITSL Standard 5: Assess, provide feedback and report on student learing (AITSL, 2014). This is demonstrated firstly via the formative assessment task with comments on all the students samples, verbal communication considering the 5 questions in the NQR anchor chart (see Appendix 5d, 5e). Then secondly, during the lessons via verbal communication when observing student interactions with the lesson content (Measurement). Lastly, through written feedback on all the student’s Summative Assesmnt tasks , however, evidence supplied is of the 3 focus students work (See Appendix

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting further student learning and enabling improved student learning through purposeful interaction and providing meaningful feedback. Formative assessment is specifically intended to generate feedback and feed forward on performance to improve, accelerate and enable learning (Sadler, 1998). Formative assessment can and should occur throughout a daily class, through implementation of learning and teaching strategies that lead to both oral and written feedback. The Formative assessment approach is equitable and reliable, producing some significant indicator of student developed understanding that links directly to the syllabus outcomes. This then allows the teacher or other students to respond by trying to

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding

The major purpose of formative assessment is developmental, to help students monitor their own understanding and progress. Its nature is diagnostic, identifying weaknesses allowing students to spend time and effort on improvement (Petty, 2004). It must offer feedback that can help students adjust their performance, whether it comes from lecturers, other students or self evaluation

Students may not take it as seriously as summative assessment. It can be a time taking process. Students need different kinds of formative assessment at different stages in their learning.[2]

Neill & Fisher (2010) state “when we assess something we want to know its value” (p.307) as pertaining to knowledge, skills, understanding, attitudes and beliefs at any given point and time in order to improve both learning and teaching. Effective assessment in mathematics involves the triangulated use of relevant summative, formative and diagnostic tools with emphasis placed on how an assessment tool is used; indicating the consideration of applicability to the learner, as apposed to which actual tool is chosen (Mills, 2015). The MOE (2015) advises the judicious use of assessment tools to locate challenges in student understanding, informs Overall Teacher Judgment and provides evidence for accountability purposes.