Tda 3.7 Support Assessment for Learning

Topics: Assessment, Educational psychology, Summative assessment Pages: 4 (1250 words) Published: May 18, 2012

1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements.

The class teachers’ main role is to monitor and assess pupils’ achievement. They need to be aware of the progression made by all the children in their class and be able to report back to both the parents and other staff. As a Teaching assistant my main role is to support the class teacher whilst this ongoing assessment of pupils takes place. The teacher can measure the progress of each pupil by carrying out lessons and setting the children clear objectives. At the start of each lesson so that the children are clear about the objectives the class teacher writes a “WALT” on the board. This stands for WE ARE LEARNING TODAY. From this both the children and myself are clear about what we are learning.

1.2 Summarise the difference between formative and summative assessment. The table below gives a brief and general summary of the differences between formative and summative assessment. | Formative | Summative | Why? Purpose | used as feedback to improve the process of learning | used to measure the learning that has taken place | Report

To whom? | the learner receives feedback | feedback is often in the form of a report to a third party e.g. the Head of Department or parent | When? | this generally happens during the learning process | this generally tends to be the final assessment after the learning process and is normally linked to rewards (pass or fail) | How? Examples| In the classroom:

1. An educator assesses a team exercise and intervenes after discovering that some members are being left out. The result is that the team functions better.

2. A teacher marks an essay and gives comments and advice. The student re-writes the essay in response to the comments before being finally assessed. Everyday example: TV programme popularity ratings (if programmes...
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