Support Assessment for Learning
Understand the purpose and characteristics of assessment for learning AC1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements. The main responsibility of the teacher is to monitor and assess how each pupil is progressing and report this information back to other staff and parents or carers. The teacher will plan the lessons and schemes of work that will set out clear intentions so that the childrens’ progress can be monitored. At RAAS our teachers always have the lesson title and learning objective on the board and this enables both the children and LSA to be aware of what the content of the lesson is and also what is expected of them. In some instances teachers will advise the LSA in advance and may give them a copy of the lesson plan. As the LSA is clear on what is expected this enables them to offer assistance to any pupils who require it. It is the responsibility of the LSA to ensure that the pupil with which they are working is able to meet the learning objective and if they are struggling to ask the teacher to differentiate the work for them. If a situation arises where the pupil has been unable to achieve the learning objective then it may be necessary for the LSA to report this back to the teacher.
AC1.2 Summarise the difference between formative and summative assessment Using ongoing methods of assessment within the lesson is known as formative assessment and this enables both the teacher and LSA to determine if the pupil has been able to achieve the learning objective. Some of the methods used in formative assessment are as follows: Using open-ended questions
Listening to how pupils describe their work and their reasoning Checking pupils’ understanding
Engaging pupils in reviewing progress
The other method of assessment used by teachers is known as summative assessment and this is usually done at the end of a scheme of work or end of term. Generally it will be in the format of an end of topic test or may be at the end of a Key Stage. At RAAS, for the majority of year groups, both interim and full end of year reports are sent home to parents and carers. Parents’ Evenings also occur once or twice a year at which time the teacher is able to give more in depth feedback.
AC1.3 Explain the characteristics of assessment for learning Assessment for learning informs and promotes the achievement of all pupils and inspires them to take responsibility for their own learning. This involves learning objectives being explained to pupils’ and they are then given feedback on their progress which in turn aids them in developing their self-assessment skills so that they are able to reflect on what they have been able to achieve. At RAAS many teachers use peer assessment as this is a good way to get the children to build up these skills and, in some cases, the LSA may also be involved by asking the student what they think has gone well during the lesson and what could be improved upon if they feel that they have not achieved the learning objective.
AC1.4 Explain the importance and benefits of assessment for learning Research has shown that there is a clear association between being part of the process of assessment and pupil motivation. Pupils who are actively involved with their progress will feel invested in their work and therefore will want to improve their performance, as they will feel that they have more ownership of their learning. This will help to boost their self-esteem and motivation. Students who feel that they are not part of the learning process are more likely to become disengaged and this will, in turn, lead to them losing interest in their learning. Effective feedback also ensures that adults are supporting more able as well as less able learners by giving them the tools to achieve to the best of their potential. Assessment for learning is a method...
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