Assessment In The Classroom
Assessment in the Classroom
The school has a comprehensive, well set out assessment-policy which I have tried to familiarise myself with during my second four week university block away from the school, as I sourced a copy of it during my serial weeks along with a number of other school policy documents both required for (and beyond) the school-policy professional activity exercise. I have found this has helped me get to grips with the procedures within the school and has helped me fit in.
Though the school assessment policy document is comprehensive in its description of the responsibility for planning of and approaches to recording and reporting of assessment, and the use of assessment results. It also interestingly, takes time to highlight the importance of using whole class assessment as a means of reflecting and evaluating one’s own teaching practices; something which the PGDE course has stressed is a central part of the modern-day teaching profession.
More specifically however, I have also been fortunate enough to witness the effective use of a variety of assessment practices by my teacher in the classroom which I feel has been invaluable in furthering my understanding of styles of assessment and how these work. Indeed while I was aware of many of the features of the school policy document, I feel that to see these in action in the classroom is a process which cannot be communicated in written form. That said, I have been aware of the majority of these as they feature in Assessment is for Learning (AiFL) and Building the Curriculum 5: Assessment (BTC5) policy documents and so this combined with the provision of information in the school assessment policy guide placed me in good stead to look out for these in practice.
Two Stars and a Wish
The two stars approach was something I was familiar with the workings of through our use of it in assessing our own poster-display work in ULT/ELT seminars. It was however interesting to see how differently children
The school has a comprehensive, well set out assessment-policy which I have tried to familiarise myself with during my second four week university block away from the school, as I sourced a copy of it during my serial weeks along with a number of other school policy documents both required for (and beyond) the school-policy professional activity exercise. I have found this has helped me get to grips with the procedures within the school and has helped me fit in.
Though the school assessment policy document is comprehensive in its description of the responsibility for planning of and approaches to recording and reporting of assessment, and the use of assessment results. It also interestingly, takes time to highlight the importance of using whole class assessment as a means of reflecting and evaluating one’s own teaching practices; something which the PGDE course has stressed is a central part of the modern-day teaching profession.
More specifically however, I have also been fortunate enough to witness the effective use of a variety of assessment practices by my teacher in the classroom which I feel has been invaluable in furthering my understanding of styles of assessment and how these work. Indeed while I was aware of many of the features of the school policy document, I feel that to see these in action in the classroom is a process which cannot be communicated in written form. That said, I have been aware of the majority of these as they feature in Assessment is for Learning (AiFL) and Building the Curriculum 5: Assessment (BTC5) policy documents and so this combined with the provision of information in the school assessment policy guide placed me in good stead to look out for these in practice.
Two Stars and a Wish
The two stars approach was something I was familiar with the workings of through our use of it in assessing our own poster-display work in ULT/ELT seminars. It was however interesting to see how differently children