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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.

3. Be able to support the inclusion of disabled children and young people and those with special educational needs.

There are a lot of similarities in communicating with children, young people and adults but there are also some differences which involve langue, body langue and communication aids.

There are a number of early years options for children aged 0-5yrs, and since the childcare act (2006)has come into play.children between the age of 3 and 4 yrs are entitled for these two years for 15 hours a week, 38 weeks of the year free early year care.

As a parent or care giver you may have noticed that one or more of the children in your care display behaviours and temperaments that are somewhat different to others. This may be particularly evident when they participate in creative activities, do school work, play sports or even during their daily routines. They may seem hesitant and nervous to try new tasks and become upset when their attempts are less successful than they expected. They may seem a little ‘perfectionistic’.

| Rash of red, itchy spots that turn into fluid-filled blisters. They then crust over to form scabs, which eventually drop off.It takes seven to 21 days for the symptoms to show after you have come into contact with the virus. This is called the ‘incubation period’.

As a part of the instructional process, a formative assessment is very important. It is generally incorporated into the basic practices of the classroom, and provides information that teachers can use in order to adjust the learning and teaching "in real time" (Adey, 2005; Leung, 2007; McClain & Cobb, 2001). In other words, teachers see what they need to do right away, because they are engaged in what the students are learning and how the students are responding to that learning. Because of that, formative assessments are good at helping both students and teachers stay informed about the understanding students are having regarding a particular lesson (Clarke, 2001). Because that information is provided so quickly, changes can be made if there are problems. Teachers do not have to wait until a test or other milestone indicates that there are issues with which the students are struggling, and that is very good news for the teachers and for the students who need help and support.

When teachers’ classroom assessments become an integral part of the instructional process and a central tenet in their efforts to help students learn, the benefits of assessment for both students and teachers will be boundless. The purpose of these assessments is to ascertain the student’s levels of understanding and see if there is any room for improvement and whether there are any weaknesses so as to be able to correct them. My focus is to improve my assessments to make them motivating and to enhance student learning.

According to several studies (Hattie & Timperley 2007; Ramaprasad 1983; Sadler 1989), there are three vital criteria of formative assessment and its effectiveness which forms a “model of feedback”. Pupils and teachers must understand that there is a goal they are aiming to achieve and then ask themselves where they are relative to said goal.

Formative assessment occurs when pupil learning takes place. As a result, I will need to measure childrenâ€TMs learning against their objectives by using ongoing methods of assessment. This is known as formative assessment methods and can be used throughout any lesson. I ask children open ended questions- for example, †̃how did you work that out?â€TM I do this to encourage independence and it also gives a chance for children to put forward there fantastic ideas about what they are learning and what they know. Observing is another effective way for me to gather

Follow-up: (How could you follow this lesson up? Mark formative assessment in BLACK BOLD and best practices and differentiated instruction in RED BOLD)

To successfully conduct this type of instructional practices of assessing students daily the teacher or planning committee must plan for these assessments that link with the learning of all students (Fennell, Swartz, McCord, & Wray, 2015). There has been a disconnection of what is expected of the instructional staff in order to accomplish success. According to Fennell, Swartz, McCord, & Wray (2015), there is little to no research of how to conduct formative assessment as an instructional tool and for that reason (Schneider and Meyer’s 2012), believes that teacher are not adequately re-teaching or providing intervention which is hindering students success rates.

There is a disconnect of what is expected of the instructional staff in order to accomplish success. According to Fennell et al. (2015), there is little to no research of the perfect formative assessment to conduct for every student. Therefore, it is simply an instructional tool and for that reason, Schneider and Meyer’s (2012), believes that teacher are not adequately re-teaching or providing intervention which is hindering student’s success rates. However, Schneider et al.( 2012), also believe that with formative assessment and adequate planning to conduct re-teaching and spiraling to student’s knowledge level with the attempt to grow, success will be a

Formative assessment is often embedded at intervals the academic method. However maybe useful thanks to formative assessment is that it 's given throughout instruction. Formative assessment confirms what, wants or topics have to be compelled to be addressed next with a student. A formative assessment not solely includes tests associate degreed schoolwork however also can be an interactive method within the classroom. As an example, open discussions within the learning environment. Open class discussions can provide the educator with input on student’s math learning and development. Such as Examination, examination shows that descriptive feedback is a valuable element of the formative assessment method. Stating to youngsters what specifically they did well, together with links to different resources and specific suggestions for improvement, will facilitate them reach consecutive level of learning. (The State of Queensland [Department of Education and Training], 2016).

As previously mentioned, formative assessments can be described as systematic processes of collection of evidence regarding students’ learning (Nunn, 2011). The information derived from the formative assessments is used to inform teaching practices and act as