1.1-Compare and contrast the roles of the teacher and teaching assistant in assessment of learners achievements. Both the teachers and the teaching assistant main role is to monitor and assess pupils achievemnets in the class, but the main teacher has overall responsibility for recording and making the decisions that may be needed for example moving a child into a different group to match their ability levels. The teacher needs to be aware of the progression made by all the children in their class and be able to report back to parents and other members of staff. As a teaching assitant my main role is to support the class teacher whilst the ongoing assessment of pupils takes place. The teacher can measure the progress of each pupil by …show more content…
Formative assessment is a more formal type of assessing where the focus is on monitoring pupils response to the lesson and any progress made. Summative is where the focus is on determing what the pupil has learned for example in a test at the end of term. 1.3-E xplain the characteristics of assessment for learning. When the teacher shares and explain the learning objective with the pupils they will be giving the pupils a clear understanding of what they are to learn, they can check the childs understanding by asking questions, the support learning practitioner will also need to be aware of the learning objective. It aims to help pupils gain a clear understanding of the standards they are aiming for an example of this could be providing an example of previous work. By allowing pupikls to do self and peer assessment it allows them to assess the progress they have made and identify how they can improve their work. Peer assessing allows others in the group to act as critical friends. By providing feedback the pupils will see more clearly what they need to do next and how to improve on their work if needed, examples of feedback could be questions in a group or a through a whole class discussion. Promoting confidence that every child can improve will see the child gain satisfaction on their own progress and will give them a sense that they can continue to improve, a teacher or TA can do this by giving
• Encourage them to try challenging tasks and provide them with unconditional support should they make mistakes or fail at the task. Provide positive feedback for their efforts and how they proceeded rather than evaluating and emphasising the outcome.
Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” (Baker, B., Burnham, L., 2010) and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual
Summative Assessment: The summative assessment will be the student presentations on day three. Students will individually turn in all of their research for fifteen total points, their part in the presentation will be worth ten points and their ability to answer questions in class discussion is worth five points.
* Formative assessment – this is continual assessment of the learner, these can be formal and informal assessments, it can be used in setting up a personalised
(Formative Assessment - Assessment for learning takes place during learning, working with the pupil to determine what is being learned and identifying what the 'next steps ' should be. It is based on day to day classroom practice, where both teachers and pupils use feedback to improve the learning.)
Assessment for learning informs and promotes the achievement of all pupils. It encourages them to take responsibility for their own learning.
“Students need to know the learning goals of a unit or lesson and criteria for successfully demonstrating proficiency with the goals.” This is something I find very important and can come be a detriment if it is not used. Students need to know the learning goals, objective, or purpose of a lesson.
Feedback is not a one-time event and done. Communication between the giver and receiver enhances the original feedback and spurs further learning. The Price, Handley, Millar, and O’Donovan study showed that teachers do not think written feedback is complete without additional communication with the student. Students need to see feedback not as an evaluation of one’s self as a person, but instead an evaluation of the product. The former can have the opposite effect on student attitude that will take away from the learning
The Summative Assessment Identifies and summarises the achievement of the learner at a particular time. It may measure the achievements in the completion of Unit
Formative assessment is formal and informal processes teachers and students use to gather evidence for the purpose of improving learning. Some think it should be applied only to the minute-to minute and day-to-day interactions between students and teachers, while others also see interim, or benchmark, tests administered every six to ten weeks as formative (Wiliam, 2013). Taras (2009) used the word formative to mean the provision of feedback on tests from small learning units which make up a mastery learning framework. These two terms are little bit confusing unless teachers apply it in the appropriate context with relevant information (SHEPARD, 2013).
Your student will receive individual feedback during each session, providing insight into their strengths and weaknesses while giving them the encouragement needed to succeed. Learning from a qualified professional, pupils gain a new perspective of what they can do within the field of
When the information from an assessment is used solely to make a judgment about level of competence or achievement, it is a summative assessment (Figure 1.2). At the classroom level, an assessment is summative when it is given to determine how much students have learned at a particular point in time, for the purpose of communicating achievement status to others. The communication
Student feedback: thus student’s acumen they 're progressing through the educational method. Express feedback from the teacher will give info on what the student is doing that 's effective and also the next step within the learning method.
You are also able to provide parents with evidence in their child’s progress or the lack of progress the child is making. After assessing students the teacher may modify there instruction to a students need. It may also encourage teachers to assess there own teaching and the adjustments they may need to make to enhance there teaching. By holding teachers responsible for assessing students, teachers understand they need to provide a higher quality of education. As we see a higher emphasis on assessments and the accountability on teachers. We are now required to provide evidence of student’s achievements (Rink & Williams, 2003). We can provide these achievements with hard copies of assessments taken by the students.
As a teacher, my responsibility is to encourage, attend, and examine the learning of my students. My primary goal is to educate my students. I must also have a solid way to judge what my students have learned and which direction their learning must take. An assessment that measures student learning and has the ability to prove what outcomes students have met is beneficially for both the students and the teacher. For the teacher, good and proper assessment practices will inform the teacher of where the students are in relation to the outcomes. It also helps to determine what topic the teacher needs to furthermore cover.