Assessment for Learning

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TDA 3.7-1.1 Compare and contrast the role of the teacher and the learning support practitioner in assessment of learner’ achievements.

“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”. Assessment Reform Group, 2002

The teacher has ultimate responsibility for setting schemes of work for the class with clear objectives (Formative assessment) and writing end of term and end of year reports drawing together the information gained through assessment for learning. (Summative Assessment)

The learning objectives are delivered to the class by the teacher and it is the TA’s responsibility to be aware of:

• the learning objectives,
• the personalised learning goals for individual learners. • the success criteria for the learning activities
• the assessment opportunities and strategies relevant to their own role in the learning activities

While taking the children through the scheme of work the TA will support the children by discussing their individual objectives this can also be done with groups of children who are working at the same level with the same learning outcomes. This is done to check that the children understand what is expected of them. This needs to be reviewed throughout the lesson. It is the TA’s job to pace the session to the learning style and ability of the children.

At the end of the session the TA needs to give positive, factual feedback to the children and the teacher. This will include your observations on how the pupils responded and the strategies that were useful. The discussion between the teacher and the TA will enable further objectives to be set for the next lesson.

Both the teacher and the TA are fully involved in the assessment of learner’ achievement with the TA fully supporting the teacher.

1.2 Summarise the difference between formative and summative assessment. In 2004, at a conference of Assessors, Professor Paul Black pointed out “An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their students, in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. “

Formative and Summative Assessment are the two main forms of assessment used by the teaching profession. Formative assessment (Assessment for Learning) is the type of assessment that takes place day to day during lesson time. It is the reviewing of progress and understanding of the pupil, against the learning objectives set by the teacher. This can be done in a variety of ways such as observation, open questioning of pupils, checking understanding and allowing the children to be involved in the reviewing process during and at the end of a lesson. It allows learners to self-assess and self-evaluate their learning experience hopefully enabling them to become responsible learners who understand what they have to improve to allow them to meet their goals. Formative Assessment:

• occurs during the learning
• done with learners
• processed focused
• to improve learning
• is personally referenced

Summative Assessment (Assessment of Learning) is the pulling together of the learning outcomes of tests at the end of a scheme of work, formative assessment and professional judgements to provide an end of term report showing what the pupils have achieved, it could also take the form of a Key stage SATs. It is outcome focused, occurs after the learning has been taught and is a way of measuring and proving learning. Summative Assessment:

• occurs after the learning
• done to learners
• outcome focused
• to prove learning
• externally referneced

While the two forms of assessment are entirely different the resulting information from both types can be used to help with setting...
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