Unit 307 Support Assessment for Learning

Assessment is carried out to evaluate that learning has taken place. It measures the learner’s attainment of knowledge and skills in their particular learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding during assessment to the standards of the awarding body.

2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:

Giving children regular feedback help them understand what they need to work on. Also, the self assessment process helps children recognise difficulties and focus on what

A standard which has taken on a particular relevance to my job role whilst volunteering at St Margaret’s is Supporting Assessment for Learning. A few years ago, the school implemented a new marking and feedback policy. It sets out a framework within which teaching and support staff can operate and give guidance to the children and how children can evaluate their own and other’s learning.

Assessing the children understanding is considered to be a good indicator of their learning and development process (Reys et al., 2012). Stiggins (2002) discussed the difference between the children’s assessment for learning and assessment of learning. Teachers need to be familiar with both. Assessment for learning (or as we call it the formative assessment) helps the students to learn more about different concepts and increase the opportunity to develop various skills. On the other side, assessment of learning (summative assessment) is to give the teacher an evidence of students’ achievements for purposes of accountability and reporting. For example, assessment for learning can include the teacher’s observations, in-class assignments,

Assessment is a process through which we gauge a learners level and progression, ensuring learning is taking place and the learner is developing their skills and knowledge. Susan Wallace recognises the importance of assessment as more than a means of determining learner achievement but also “as an indicator of the quality of learning.” (2007: 119) discussing the need for ‘ongoing assessment’ to evaluate how receptive learners are to the lessons.

There are many reasons why students are assessed and this first section summarises some of the key benefits to students, institutions and teachers as suggested by Race et al (2005). In order to gain qualifications or complete a course, students will be required to prove their competence, knowledge or exposition of a skill, usually through the use of assessments to demonstrate that learning has taken place. Students may find assessment useful as it provides information regarding their progress, or identify areas for further development. Comparisons can be made against other students and this can help to

The Assessment for Learning Strategy 2008 explains the importance of assessment in education. It aims to ensure every child is aware of their performance and how to improve allowing them to become independent initiators of their own learning and by informing parents and carers of assessment outcomes, children are also

Assessment is a tool that begins and ends successful teaching. At the beginning it establishes what is currently known and at the end it establishes what has been learnt as the result of the planned curriculum.

Pupils learning and progress needs to be measured against objectives using ongoing assessment methods. Formative assessment methods are ongoing, they are used to check progress continually during learning . These techniques include using open ended questions which encourage pupils to think for themselves and use their own ideas rather than being influenced too much or led by the adult. Observing pupils is a formative assessment method which allows us to gather lots of knowledge about how pupils are progressing. It reveals how they work, interact with others, preferences, strengths, weaknesses etc over a period of time. Observations can be informal and take place on an ongoing regular basis or can be formal direct observations. Listening to pupils describe their work and reasoning, to hear about pupils understanding

(AQA. 2012).Assessment is the process by which a learner’s skills and knowledge are reviewed in order to evaluate what they have learnt or in the case of NVQs, how they are performing against the competencies they are required to demonstrate. I see classroom assessment as having four main purposes. The first three include: Diagnostic or needs assessment purpose: To determine what students already know so teachers can decide the topics and approaches to use.

During independent work, I will keep a close eye on the performance and progress of the class. I will watch for frustration from not being able to do the work independently and assist them based on their needs. I will document the progress of each student using anecdotal notes. Towards the end of the activity, I will be looking for correct answers on the worksheets and listening to feedback about the lesson. I will check to make sure the visual images they created of their wet skittles match and interpret their written counterparts.

I have gained insight and knowledge into how to effectively collect data about students learning, whether it be using assessment ‘for' or ‘of’ learning to ensure the best outcomes for my students by allowing me to uncover an overall understanding of who my students are and what they know. I was able to collect this data and analyse where I need to adapt my practice to ensure the success of my learners and using it to monitor, plan and deliver experiences that respect student’s needs, growth, progress, misunderstandings and abilities. During my practicum experiences, I have been able to design and implement ‘assessments for learning’ including formative assessments to gain insight into learning during practice such as classroom dialogue and

Assessment for Learning is defined as “the process of seeking and interpreting evidence for use by learners and their teachers to decide where learners are in their learning, where they need to go and how best to get there.” (Assessment Reform Group, 1999). A key starting point for this piece of work was ‘Science Inside the Black Box’ (Black and Harrison, 2004, p1) which was written to ”offer advice to teachers on how to interact more effectively with students, on a day-to-day basis, promoting their learning”. They explain that ”formative assessment has both generic features, i.e. features which will apply to learning across all stages and all school subjects, and features which are specific, for example to primary teachers and to individual subjects” (p2).

• Assessment is the means to get to know learners as a whole to facilitate their maximum potential.