Support assessment for learning Unit 9 (TDA 3.7)

Unit purpose and aim: This unit provides the knowledge, understanding and skills to support assessment for learning. It requires demonstration of competence in using assessment strategies to promote learning, supporting learners to review their learning strategies and achievements, and working with the teacher to review assessment for learning processes and outcomes.

By the end of the session you will: Understand the purpose and characteristics of assessment for learning Be able to use assessment strategies to promote learning Be able to support learners in reviewing their learning strategies and achievements Be able to contribute to reviewing assessment for learning

The following assessment criteria must be assessed in the workplace: Learning Outcome 2: 2.1; 2.2; 2.3; 2.4 & 2.5 Learning Outcome 3: 3.1; 3.2; 3.3 & 3.4 a,b,c,d Learning Outcome 4: 4.1 a,b,c & 4.2 This will be arranged by your assessor

Learning Outcome 1 Understand the purpose and characteristics of assessment for learning

Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements 9.1.1 Main responsibility of class teacher - monitor and assess pupil achievement. Need to know all children in class are progressing and be able to report back to parents and other staff. Continual assessment which will take different forms. As TA you need to be able to support teacher with this process. Teacher plans lessons and scheme of work – set out clear objectives so achievement can be measured. Children and adults needs to be clear about what these objectives are – good practice to start each lesson with slide to set out and display learning objectives. Children will know what they are going to learn and have a clear understanding of how you are supporting them.

Summarise the difference between formative and summative assessment 9 Ask if they know the difference between formative and summative assessment. Formative assessment strategies (write on board) Using open-ended questions – will encourage children to put ideas forward without being ‘led’ by adults – eg. ‘Tell me how you are going to…..’ Observing pupils – gather much of our knowledge of how pupils are achieving through watching them work – noticing kinds of strategies they are using to work things out or what they find difficult. Can take place on a daily basis or more formally through direct observations Listening to how pupils describe their work and their reasoning – we hear about the methods which pupils use Checking pupil’s understanding – can be done by questioning pupils about their learning and asking them what they know Engaging pupils in reviewing progress – should take place throughout session – pupils should be encouraged to think about what they have learned and measure it against the learning objectives – how might they apply this knowledge in the future Summative assessment This happens at the end of the topic/scheme of work/term – important to know what pupils have achieved at particular time – could be end of Key Stage SATS or end of year school report – informs a range of people about the level a pupil is working at. Could really be call Assessment for learning

Explain the characteristics of assessment for learning 9.1.3 Key term: Assessment for learning Using assessment as part of teaching and learning in ways which will raise learners’ achievement Informs and promotes the achievement of all pupils Encourages them to take responsibility for own learning Process involves: Explaining learning out to pupils Giving pupils feedback on progress Enabling them to develop their self-assessment skills – ultimately able to reflect on and recognise own achievements. Usually start with pupils taking part in peer assessment - build up skills and discuss their work before moving own to think about their own work. Pupils will need to be able to consider their learning carefully throughout the process and keep coming back to the learning objective or what they are expected to learn.

Reflect How are pupils encouraged to think about their learning during the process? Are they clear about learning objectives? Do they review this at the end of each lesson?

Explain the importance and benefits of assessment for learning 9.1.4 Research shown clear relationship between being part of the process of assessment and pupil motivation. Children who are actively engaged with their progress will feel empowered to improve their performance – they feel more ownership of their learning This will in turn develop their self-esteem and motivation - children who feel they are not part of the learning process are more likely to become disengaged and lose interest. Effective feedback – ensure adults are supporting more able and less able by giving the tools to achieve to best of their potential. Assessment for learning is a device to enable pupils to understand the aim of what they are doing, what they need to do to reach that aim and where they are in relation to it.

the learning support practitioner 9.1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: the teacher the learners the learning support practitioner 9.1.5 Assessment for learning my, by definition, contribute to future planning for all who are involved. It is a valuable tool – will mean all concerned learn from experience. Teacher - effective assessment for learning will enable them to pass on the responsibility to the child over time for managing their own learning – will become more actively involved in the process Learners/pupils – inform them how they approach learning and tackle areas they need to work on. Able to consider areas for improvement by looking at assessment criteria and developing ability to self-assess. Increase awareness of how to learn develop confidence and help them to recognise when to ask for support Learning support practitioner – inform how to approach pupil questioning based on what you have discovered about how they learn. May need to pace progress of learners depending on needs – less able given opportunities to revising areas

Learning Outcome 2 Be able to use assessment strategies to promote learning Key term - Assessment opportunities and strategies the occasions, approaches and techniques used for ongoing assessment during learning activities Key term – Personalised learning goals goals which reflect the learning objectives of activities and take account of the past achievements and current learning needs of individual learners Key term – Dyscalculia a learning disability of difficulty involving innate difficulty in learning or comprehending mathematics 2.1 – 2.2 Refer to page 106/107 2.1 & 2.2 also see OCR exemplification 2.3 refer to page 107/108 2.3 also see OCR exemplification 2.4 refer to page 108 2.5 refer to page 109

Learning Outcome 3 Be able to support learners in reviewing their learning strategies and achievements 3.1 & 3.2 – refer to page 109/110 3.3 – refer to page 110/111 3.4 – refer to page 111

Learning Outcome 4 Be able to contribute to reviewing assessment for learning 4.1 & 4.2 – refer to page 112

Homework task: Write either a reflective account or personal statement to cover 9.1.1 – 9.1.5 Speak to your assessor to arrange an observation to cover elements 2 – 4 (see page 113 of the handbook for suggestions on getting ready for assessment)

Useful websites: www.qcda.gov.uk – the Qualification and Curriculum Development Agency’s website has plenty of information and references around assessment for learning and suggestions for further reading www.teachers.tv – Teachers’ TV www.tes.co.uk – the Times Educational Supplement (TES) website also has some useful ideas on assessment for learning