Unit 307 Support Assessment for Learning
Support Assessment for Learning
Outcome 1 Understand the purpose and characteristics of assessment for learning
1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements The teacher is responsible for assessing children to see what level they are on, and monitoring their progress and achievements by a certain time. My role is to support the pupils in achieving these goals and to support the teacher through giving feedback after a learning activity has taken place. The teacher will need to know about every child’s progress and achievements so that they can prepare their end of year reports, hold parents’ evenings etc. Assessing the pupils’ progress is an ongoing process throughout the year. In my setting, we use ‘Post-it’ notes on a pin-board, with a space allocated for each pupil, and pin up any goals they need to reach. When the pupils have achieved their goal, the note is dated and filed away in the appropriate part of their personal report file, which will be typed up for the parents by the end of the school year, using the information on the ‘Post-it’ notes inside. The class teacher plans lessons that set out clear objectives so that pupils’ progress can be measured. Both pupils and support staff are made aware of the objectives and any achievements will be recorded and reported back to the teacher. Before each learning session, the pupils gather in the ‘Quiet Room’ for an introduction to the learning activity, and the teacher will explain what is expected of them and what they will be learning in that session.
1.2 Summarise the difference between formative and summative assessment Formative Assessments – Can be used in any lesson to measure the pupil’s progress.
Using open ended questions – This will encourage pupils to have their own ideas without being ‘led’ by adults.
Observing pupils – We observe pupils on a daily basis, this helps us gather information on how the pupils are
Outcome 1 Understand the purpose and characteristics of assessment for learning
1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements The teacher is responsible for assessing children to see what level they are on, and monitoring their progress and achievements by a certain time. My role is to support the pupils in achieving these goals and to support the teacher through giving feedback after a learning activity has taken place. The teacher will need to know about every child’s progress and achievements so that they can prepare their end of year reports, hold parents’ evenings etc. Assessing the pupils’ progress is an ongoing process throughout the year. In my setting, we use ‘Post-it’ notes on a pin-board, with a space allocated for each pupil, and pin up any goals they need to reach. When the pupils have achieved their goal, the note is dated and filed away in the appropriate part of their personal report file, which will be typed up for the parents by the end of the school year, using the information on the ‘Post-it’ notes inside. The class teacher plans lessons that set out clear objectives so that pupils’ progress can be measured. Both pupils and support staff are made aware of the objectives and any achievements will be recorded and reported back to the teacher. Before each learning session, the pupils gather in the ‘Quiet Room’ for an introduction to the learning activity, and the teacher will explain what is expected of them and what they will be learning in that session.
1.2 Summarise the difference between formative and summative assessment Formative Assessments – Can be used in any lesson to measure the pupil’s progress.
Using open ended questions – This will encourage pupils to have their own ideas without being ‘led’ by adults.
Observing pupils – We observe pupils on a daily basis, this helps us gather information on how the pupils are