Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme. This is the type of assessment used and it allows teachers to adjust targets and objectives to suit the student until they develop skills and become more confident. Formative assessment is usually informal (Formative informal) and can take place at any time during the teaching and learning process. Feedback from formative assessment will be beneficial to both student and teacher as it not only allows the student to recognize their success and look at areas for development but it allows the teacher to evaluate the effectiveness of their teaching and look to improve on future sessions. Formative assessment is often seen as being motivational as it can be seen as a review rather than an assessment.
Class attendance facilitates learning in a variety of ways. For example lectures supplement reading assignments and classroom presentations present information differently than the text. Discussion and elaboration of topics provides current information that may not be found in the textbook. Hearing the comments and questions of other students can answer questions many students may have. Instructors can use class discussion to enhance critical thinking skills.
In some cases, if the children do not understand a rule (this could be down to the way the rule is worded) then staff must discuss them regularly during class and assembly time so that the pupils can remember them. Children who display a good following of the code of conduct should be recognised. Children who show good behaviour in class are usually rewarded with an achievement sticker or older pupils could get rewarded with things like a longer amount of Golden Time for example. If
A Teaching Assistant is likely to work with pupils on a 1:1 or small group basis. A Teaching Assistant will therefore be in a good position to recognise any concerns relating to a child and young person’s development. For example, a Teaching Assistant may take children for individual reading practise. Whilst doing this, they may note that a child appears to be unable to read as many words as their peers. In this situation, it is important that the Teaching Assistant report their concerns to the classteacher.
List some teaching practices that foster children’s achievement and some that undermine it. Provide a brief explanation of each practice. To teach in school and to help children achieve more, teachers can spend more one on one and
Unit 307 (1.5) Explain how assessment for learning can contribute to planning for the future learning carried out by :- (a) the teacher Teachers should think about the strategies they use when pupils carry out formal assessed tasks. (Consider baseline assessment at the start of a topic to assess prior knowledge. If assessment shows lack of understanding, stop and address how to overcome understanding) Teachers must think about and plan their questions carefully. Feedback from pupils enables the teacher to assess whether the pupils completely understand what they have been learning. Teachers can analyse performance using tests or questioning the pupils after completing an activity.
Each example can be examined by different perspectives, identifying the problems, and suggesting some solutions. Each situation would be different if it was actually happening but a case allows analysis of a real life scenario. Reviewing different cases gives knowledge that will help shape teachers experiences in the classroom. The knowledge teachers can gain from analyzing cases and offering alternate solutions can be applied if similar situations arise in the classroom. Discussing cases in small group settings can be a huge benefit in that each person would bring varying perspectives, critiques and solutions to the table, increasing the knowledge of each teacher more than if they were to just complete individually.
It can leave the participant feeling bad with seemingly no way forward. Verbalising and exploring a learners thoughts can assist them gain a positive perspective of their own work and ability and will also help identify problem areas, therefore providing both the teacher and the learner with the ability to develop e.g. asking a learner where they think they did well and where they think they could improve. Some situations in which constructive feedback is required can include; ongoing performance discussions, providing specific performance pointers, following up on teaching discussions, providing correct guidance, providing a learner with consequences of their behaviour. Clues at when constructive feedback is needed can be when a learner asks for your opinion on how they are doing, this can be a 'cry for help' from a learner.
Different people adjust to different strategies. Most people adjust to more than one strategy. We just need to identify which ones through assessment. How the Awareness of Learning Strategies Influence Teaching and Learning It is important for teachers to understand what a student is going through in their process of learning new information. If you know the learning style of the student, it is easier to convey the message you are trying to convey.
Summary/ Response Assignment O`Malley, Patrick. “More Learning, More Testing” In “More Testing, More Learning,” Patrick O`Malley suggests that college professors should give tests to the students periodically in order for the students to learn more. Furthermore, more tests or exams will minimize the student’s stress because students will be more familiar with the subjects that are given to them. Like the author says, “If professors gave an additional brief exams at frequent intervals, student would learn more, study more regularly, worry less, and perform better on midterms, finals, and other papers and projects.” (O`Malley, pg. 488).