Tma 03 Observing and Assessing
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TMA 03 Observing and assessing children.
This TMA looks at demonstrating an understanding and awareness of observing and assessing children. In line with The British Educational Research Association (BERA, 2011) the child’s name has been changed to maintain anonymity. (KU1.2)
1. A ‘pen portrait’
Freddie is 7 years of age, he is taller than average and has a big personality to match. He has big brown inquisitive eyes and short auburn hair, he lives at home with his mum, dad, younger brother and 2 pet cats.
Freddie has contributed to his ‘pen portrait’ see appendix 1 and described himself as “friendly, awesome, funny, greedy and weird”. As a professional working within his class I would describe him as a child who likes to be heard and craves attention, he is very opinionated and lacks the ability to listen to those around him without interrupting or saying something out of context and it is this attribute of wanting to please his teachers and peers that is often the cause of him getting into trouble.
Freddie is a very active child who enjoys playing football and also sees himself as good at reading and writing, although he has yet to show us his true capabilities of the latter two.
Freddie does not have a statement of educational needs but due to his characteristics we have put procedures in place to reduce his barriers to learning, these include chunking work to make it more achievable and sensory breaks to get rid of unwanted energy or to re-focus the brain using calming strategies.
2. Why do we observe and assess
We observe and assess children in their learning as it allows us to identify and understand how the children or child learns and it gives us the practitioner the opportunity to reflect on, adapt or change our delivery for their benefit thus allowing them to achieve their individual potential.
Wragg (1999, p.3) suggests, that classroom observations that are skilfully handled ‘can benefit both the observer and the person being observed, serving...
This TMA looks at demonstrating an understanding and awareness of observing and assessing children. In line with The British Educational Research Association (BERA, 2011) the child’s name has been changed to maintain anonymity. (KU1.2)
1. A ‘pen portrait’
Freddie is 7 years of age, he is taller than average and has a big personality to match. He has big brown inquisitive eyes and short auburn hair, he lives at home with his mum, dad, younger brother and 2 pet cats.
Freddie has contributed to his ‘pen portrait’ see appendix 1 and described himself as “friendly, awesome, funny, greedy and weird”. As a professional working within his class I would describe him as a child who likes to be heard and craves attention, he is very opinionated and lacks the ability to listen to those around him without interrupting or saying something out of context and it is this attribute of wanting to please his teachers and peers that is often the cause of him getting into trouble.
Freddie is a very active child who enjoys playing football and also sees himself as good at reading and writing, although he has yet to show us his true capabilities of the latter two.
Freddie does not have a statement of educational needs but due to his characteristics we have put procedures in place to reduce his barriers to learning, these include chunking work to make it more achievable and sensory breaks to get rid of unwanted energy or to re-focus the brain using calming strategies.
2. Why do we observe and assess
We observe and assess children in their learning as it allows us to identify and understand how the children or child learns and it gives us the practitioner the opportunity to reflect on, adapt or change our delivery for their benefit thus allowing them to achieve their individual potential.
Wragg (1999, p.3) suggests, that classroom observations that are skilfully handled ‘can benefit both the observer and the person being observed, serving...