Progress Monitoring Assessment

Grouping seems like it should be an easy task. One could simply ask students to get into groups and then start on the group project. However, in the ESL

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

Background Knowledge: what students work well together in the classroom, they will be doing group work

Initially in this assignment, I intend to describe and evaluate two different assessment methods, which I use to assess the progress of my learners.

After reviewing my self evaluation and working with both groups of fifth graders, I have determined a need to provide a wider range of differentiated instruction. I have worked in the past to try groupings that benefited the students, but I am seeing that this is not working as well with this group. These students communicate and respond well to each other and are willing to help each other but some of the learning gaps between them are significant.

Streamed reading and problem solving groups are in place to further assist students who need that support. These groups are split across year level teachers while the lowest level group goes to a specialist teacher and receives additional assistance. Students are placed in groups with other students of similar level which is determined by a test that is taken every term. As students are placed in groups of similar level, the specialist teacher can focus on teaching one thing without having

Tracking learner progress of all levels and of individual assessor caseloads can highlight any issues with achievement and target dates.

The way that we all worked good together in a team was because that we all decided to think about the type of activities that we should do and then form this we then decided to at least think of two different activities in order to choose which one is the best one to choose, after we then came in a group to discuss what types of resources that we would need to be able to use to be able to complete the activities so that we can lead them to the year 8 students. Then after this we then gathered all the work and then went to an allocated room to be able to see if the activities that we choose would be enjoyable and this was also a test run to see if they would work. After this we then decided that when it was time for the students to come in we would welcome them and then begin, after the introduction we then decided that everyone would work in groups of two to be able to lead the session to the students, after each activity we then asked each student if they enjoyed each activity to see if we could get positive or negative feedback from them in order to improve next time. After all the activities were done then we gave each year 8 student some prizes to let them know that they worked well in a team together.

learning in different groupings (e.g., whole class, small group, pairs; homogeneous, heterogeneous) throughout a lesson

The reason I conclude this is because the first group gave me their undivided attention. All the students in the first group were very interested in the book, maybe because of the tone in which the book was read. The second group however, had a student that seemed uninterested during the reading and the activity. I had to pause the reading periodically to get the student to pay attention. During the activity the student would not answer questions that I asked the whole group. The student also looked at another students work when all the students were instructed to complete their activity. Trying to get this student to get involved with the reading and the activity was very difficult. For students similar to this student, I would select a book of his/her interest in my future teaching.

Robb Osinski and Bob Winskowicz had been friends for twelve years and business partners for five. In the middle of 2002, they felt that they were on the verge of a breakthrough in the commercialization of a new technology that their firm, Performance Indicator, LLC, had developed to let golfers know when a used golf ball had suffered performance degradation due to immersion in water hazards like ponds and creeks on golf courses. Specifically, they held patents on technology that would change the color or appearance of balls when they had been submerged in water for an extended period of time. Osinski and Winskowicz originally believed that selling the idea would be

The groups activity can be challenging for Julie because based on her description she tends to dominate class and group discussions while also struggling with organization. This can be challenging for Julie because I would not want her to fall behind because of the her organization skills as well as the other students in her

Results-based monitoring and evaluation is a set of concepts associated with performance management or results based management (RBM) strategy, which evolved in 1990’s. During that period, many countries introduced extensive management reforms in responding social, political and economic pressures that were triggered by the factors of globalisation, budget deficits, structural adjustments and competitiveness (Binnendijk, 2000). Central feature to most of those reforms has been an emphasis on ‘performance improvement’ and ‘achievement of targeted/expected results’ which were the core features of RBM. RBM has been used by many development agencies, governments, and donor agencies in delivering development interventions and has become an emerging trend in contemporary development practice.

The progress monitoring assessment that I would choose to obtain evidence of Alex’s progress toward the learning goals would be class discussions, a food vocabulary quiz, cooperative group work, and oral presentations. These assessments would provide enough evidence to determine if Alex was able to learn the names of foods, explain how to prepare a special dish popular in his culture, and similarities or differences from foods in his own culture.

Any planning process in finally, it needs to monitor and evaluate for the progress. It is also a critical part of every organization. It is the life of operation management as well. Without proper doing of these processes, there will be problems in one day. The management committee is responsible for all areas of organization’s activities, and for evaluating it to determine the impact, quality and effectiveness of it work. When reviewing progress towards achieving the strategic aims and objectives, the management committee should ensure that activities are kept within the parameter of agreed strategic aims and objectives. And also make ensure that activities are consistent with organization vision,