Support Assessment for Learning
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Unit 307: Support Assessment for Learning
Assignment 1:
Assessment criteria 1.3, 1.4 and 1.5
Introduction
Assessment for learning is formative assessment and takes place (constantly) in lessons. The learner is required to close the gap between what they understand and the learning goal in the lesson. It requires assessment to be carried out by both the pupil and the teacher, with the objective of deciding where the learner is in their learning, where they need to go and how best to get there.
Assessment criteria 1.3
Outline the characteristics of assessment for learning:
* Describing how to use assessment as part of teaching and learning, in ways that will raise the learners’ achievement.
There are four main areas involved in assessment for learning:
Sharing learning goals
Sharing the learning objective of a lesson helps pupils commence the task more quickly and encourages them to keep on task. It enhances the quality of learning taking place and enables dialogue to focus around the task. It makes self and peer evaluation possible and provides a reference point for feedback and reflection.
Peer and self-assessment
Peer and self-assessment is extremely valuable and enable pupils to become more responsible for their own learning, along with more active involvement in the learning process. Next steps for groups and individuals can be identified. This is hard to put in place and involves a climate where mistakes are ok – also children need to be ‘trained’ in the process and a range of strategies.
Provision for feedback
Feedback has three components: what has been done well, what has been less successful and how can the pupil improve. Feedback is always focused, utilising grades/marks rather than comments. It is imperative the feedback is actually used and is linked to the learning objective. Feedback must be planned for as time is needed for reflection and follow-up.
Effective questioning
Effective questioning helps pupils to recall...
Assignment 1:
Assessment criteria 1.3, 1.4 and 1.5
Introduction
Assessment for learning is formative assessment and takes place (constantly) in lessons. The learner is required to close the gap between what they understand and the learning goal in the lesson. It requires assessment to be carried out by both the pupil and the teacher, with the objective of deciding where the learner is in their learning, where they need to go and how best to get there.
Assessment criteria 1.3
Outline the characteristics of assessment for learning:
* Describing how to use assessment as part of teaching and learning, in ways that will raise the learners’ achievement.
There are four main areas involved in assessment for learning:
Sharing learning goals
Sharing the learning objective of a lesson helps pupils commence the task more quickly and encourages them to keep on task. It enhances the quality of learning taking place and enables dialogue to focus around the task. It makes self and peer evaluation possible and provides a reference point for feedback and reflection.
Peer and self-assessment
Peer and self-assessment is extremely valuable and enable pupils to become more responsible for their own learning, along with more active involvement in the learning process. Next steps for groups and individuals can be identified. This is hard to put in place and involves a climate where mistakes are ok – also children need to be ‘trained’ in the process and a range of strategies.
Provision for feedback
Feedback has three components: what has been done well, what has been less successful and how can the pupil improve. Feedback is always focused, utilising grades/marks rather than comments. It is imperative the feedback is actually used and is linked to the learning objective. Feedback must be planned for as time is needed for reflection and follow-up.
Effective questioning
Effective questioning helps pupils to recall...