Assessment further expand their ideas in their writing

Assessment for learning is essential part for
assessing the teaching and learning and is embedded in day to day practice as
it involves setting and sharing a clear and achievable Learning objectives
(L.O) with students to give opportunities to the students and myself (teaching
assistant) to measure the progress of the learning (Assessment Reform

Teachers often use the learning objective as
diagnostic tool, its purpose is to measure and identify the students’
knowledge, strengths, weaknesses, and skills prior to the planning of the
learning (Black and Wiliam, 1998) Although I am not directly involved in the planning of the assessment, the data
collected would allow me to support the teacher in differentiating the learning
outcome in accordance with the  learning ability of the students whom I
support, making their learning goals more clearer and achievable as well as
differentiating the resources to make the national curriculum more accessible.

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At the start of the lesson, the teacher
introduces L.O. which is linked to the unit covered as part of the scheme of
work to help the students to understand and put the lesson in context within
the whole unit. The teacher then models success criteria of the activity and
encourages students to contribute their ideas to support their peers thinking
to further expand their ideas in their writing and help them achieve the L.O
and progress their learning. During the course of the lesson I often, question
the students using open questioning in order to assess their understanding.
Through the verbal or written feedback given, either to an individual or group,
I would use this information to adjust the teaching and learning strategies to
meet individuals learning needs (Black and William, 1998).

At different stages within the lesson, I
would share my findings of understanding and the progress of the students’
learning with the teacher, which at a later stage would be used by the teacher
to action plan the next step to be taken in the learning and teaching.

Black and Wiliam (2002) explain that personalized
feedback can improve the learning by providing the student’s guidance to improve in accordance with their strengths and weakness as part of summing up the
learning. Moreover, Butler (1988) established that the students who were given personalised comments on their
performance displayed 30% interest in
learning compared with the ones who
received a mark only or who received mark
and comment; putting this finding into practice the students are given an
individualised feedback as well as an opportunity  to  self-assess, as
plenary activity this is to sum-up the learning, the students are required to
record a feedback about their learning by noting down what went well in their
learning journey and provide an example of how it was achieved it; linking it
to the learning objective. They are also required to further explore how they
could advance their learning by stating “even better if…” which helps students
to recognise their next steps in the learning
to facilitates and develop reflective learning skills in addition to
encouraging teacher/ student positive communication around learning instead of
the students being a passive participant, they are more active in control of
their learning. “It’s about power…, enabling children to express a point of
view and take some control of their own learning. “(Pollard, 2007).


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