I will identify practices I found to be valuable and those I thought could be improved. During this section I will discuss the Letters and Sounds and the Sounds-Write phonics programmes. I will then reflect on the practices of formative assessment that I have observed being used, highlighting the good points and offering suggestions for improvement for practices I thought were not very effective. Finally, I will conclude my essay and will determine how formative assessment may support pupils’ learning in early reading. Overview of formative assessment Assessment within the education system is an important process and serves many different purposes.
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
Unit 301 understanding the principles and practices of assessment Assessment methods in my role There are two main types of assessment, Norm and Criterion. Norm referenced assessment judges a learner against a benchmark level this can be national or local. The type of assessment that I use in my current role at Stourbridge college is Criterion assessment, this judges a learner against a set of criteria and states how competent the learner is compared to that criteria and current standards. There are various assessment methods which fall into either of two categories, direct or indirect. Direct assessment occurs when the evidence is provided by the learner and indirect when the evidence provided is about the leaner from other sources.
The key points are to clearly post, refer to, and review learning objectives and language objectives. Multiple levels of English proficiency are set by standards that the students are monitored by model performance indicators. A student’s native language affects his or her language and academic outcomes by being surrounded by other students who are also ELL with the same English acquisition. Students may utilize their home language more in conversations when speaking to classmates who are from the same home language group (Willoughby, 2009). In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students.
UNIT 012 Principles of assessment in lifelong learning Main methods of assessments in life long learning are: academic (knowledge) and vocational (performance). Dependent on the subject, the assessment method may need to be adapted, using and adapting both these type assessments will ensure that the students acquire optimum achievement during my lesson. To decide which of these is most appropriate, the assessment cycle will be used: • Initial assessment - used to identify if my students already know something about the subject to be assessed and the needs of my students (for example more support). • Assessment planning - used to plan the suitable types and method of assessment following relevant organisational guidelines. • Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence.
Action research is inquiry that is thoughtfully planned. Also known as teacher inquiry, it’s a systematic, focused study of a teachers practice (Dawson, 2012) and is an intentional search for information or knowledge that is based on truth. (Schmuck, 1997) Action research is made up of self-reflective inquiry and inquiry oriented practice. (Schmuck, 1997) Self reflective inquiry is the examination of an individual’s personal thoughts and feelings. (Introspection, 2012) Inquiry oriented practice consists of formulating questions and finding reasonable and appropriate answers to those questions.
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
TAQA Assignment T2 – Jim Davies 16/08/12 1. What are the functions, concepts and principles of assessment in learning and development? Functions of assessment Assessment is often confused with evaluation, assessment relates to the learner and is specific to the learner’s achievements and how they can improve, whereas evaluation relates to the programme or qualification the learner is taking. There is also a difference between ‘assessment of learning’ and ‘assessment for learning’. Assessment of learning is summative and can confirm that learning has taken place, but assessment for learning is a formative process which determines the learners progress so far and can be used to plan any further learning or development that may be required.
Other notable federal events from the 1960s to the present include the following. Commensurate with the launching of Sputnik, the National Defense Education Act of 1958 authorized funds to thousands of students for foreign language training (U. S. Department of Education, 1991; Simon, 1980). Some authors have pointed to an apparent “schizophrenic” U.S. attitude, whereby foreign-language learning for native-born, predominately Englishspeaking individuals, over this century, has sometimes been supported, while bilingual education programs for languageminorities have simultaneously been disfavored (Crawford, 1989). In 1974 the Equal Education Opportunities Act (EEOA) was enacted (Crawford, 1989). A section of the Act required schools to work to overcome language barriers that interfered with language-minority students’ learning (Crawford, 1989).
What influence does language have on the way a person processes information? And in what sense does language cause people's minds to work differently from culture to culture.on the way a person processes information? And in what sense does language cause people's minds to work differently from culture to culture. In this paper I will attempt to point out some facts based on my knowledge as a bilingual, bi-cultural person, and on what I have learned in my studies of linguistics. There was a time in one of my classes when I was teaching the colours when a student asked me: "How do you say purple and orange in Saulteaux (=native Canadian people of Manitoba)?