TDA 3.7

• 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.