In a recent white paper, ‘The importance of Teaching,’ the Government sets out the agenda for educational reforms in England. The paper ignores a fundamental, powerful tool that is available to but is still used by teachers and that is Assessment for Learning. Not only does the report fails to acknowledge this effective teaching tool, it also states that teachers no longer need to develop a written lesson plan (Great Britian Department of Education 2010). This concern was also echoed by Lucey (Lucey
graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer” (Hernandez, 2011). The teaching of reading has gone through numerous transformations and controversy continues over what is the best reading instruction. However, there is overwhelming evidence that the use of authentic literature and time for children to read, discuss what they have read and hear fluent
The principles of assessment in Scotland are clearly highlighted within Scotland’s latest educational reform, Curriculum for Excellence (CfE). It details that assessment in schools should be an integral part of learning and teaching and should continually be employed to provide a clear understanding of an individual’s achievement. Through this integration teachers are given the opportunity to work together with pupils to create achievable and challenging goals while maximising their potential as
Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains. -Black and William, 1998b, p. 140 This conclusion from influential review of research by Black and Wiliam (1998a, 1998b) on formative assessment has changed the face of assessment in current education system. This comprehensive review emphasises the potential of assessment in raising standards i.e. assessment for learning (AfL). During research, it was found that pupils
summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information. Formative assessment to inform instruction and guide student learning is being underutilized. Many students are not given feedback that is effective in helping them see where they are in regard to reaching the learning goals or that
Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle. Cohen et al. (2010) wrote that assessment
effective use of assessment for learning, in order to successfully target this I am going to critically analyse the following; the difference between formative and summative assessment, the key elements of assessment for learning, development through practical strategies, and the role of the teacher when planning to support formative assessment. By the end of the assignment I will draw upon a conclusion of the importance of assessment for learning. The Latin root of the word assessment comes in two
INTRODUCTION Assessment has been a constant life theme. It has been part of my student learning experience, performance evaluation in the work setting and now an important part of my teaching. I hope to give you a good insight into my understanding, perspectives, biases and attitudes toward the subject of assessment and to further add to this with my experience as a teacher this year. STUDENT VIEW A student’s approach to learning and the quality of learning achieved will be influenced by the way
confusions and the resulting disengagement, and maximize the opportunity for meaningful discussion and learning, it must first provide the opportunity for participants to have a common, unambiguous set of foundational terminology. The Problem: Assessment conversations can be hampered when the participants do not have a shared, unambiguous understanding of the foundational terminology used to discuss it. Ensuring all participants have this unambiguous understanding ... ... middle of paper ...
Introduction The accomplishment of anything worthwhile in education and other circles depends on the accomplishment of its objectives and aims (Glenn 1). The educational curriculum provides the blueprint through which students and teachers accomplish their educational goals. In simpler terms, an educational curriculum provides an educational structure to propel students, administrators and teachers towards a sense of academic progression. When analyzed comprehensively, an educational curriculum