Assessment for Learning
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
“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
Bibliography: www.education.gov.uk Assessment for Learning for KS1 and KS2 Northern Ireland Supporting Teaching and Learning L3 – Louise Burnham