TDA 3.7 Assessment for Learning
TDA 3.7 Support assessment for learning
Assessment task – TDA 3.7 Support assessment for learning Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.
1.1 compare the roles of the teacher and the learning support practitioner in assessment of learners’ achievement.
The roles of Teachers and Learning Support Practitioners (LSP’s) are similar in that they are both continuingly monitoring the progress and achievements of the learner. Teachers need to be aware of every child’s progress within their setting.
Evidence gathering and developing a full picture of each child is important, in order to understand their individual needs and supply accurate feedback to other teachers, support staff, parents and the senior leadership team.
Teachers will plan lessons, which will include clear learning objectives for their classes/ different ability groups.
All planning should be shared with the LSP’s, and is usually discussed prior to the actual delivery of learning, so they are able to help implement the lesson, set out the activities and the materials needed and effectively support the children’s learning, according to their abilities.
Learning Support Practitioners (LSP’s), can also be involved with the planning process, as their feedback could influence what is included in the lesson, and how future lessons needs to move forward.
Both Teachers and LSP’s carry out observations throughout the lessons, independent sessions and play times.
In my school both the Teachers and LSP’s use Ipad’s and an app called 2build a profile through the 2simple educational software.
This app allows both the Teachers and T.A’s to observe and record their observations in real time and save hours of record keeping time.
The Early Years version provides a simple and powerful way to log children 's achievements against the Early Years profile in a few simple steps.
Equally, the Primary version of 2Build a Profile is a Formative Assessment app
designed
Assessment task – TDA 3.7 Support assessment for learning Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.
1.1 compare the roles of the teacher and the learning support practitioner in assessment of learners’ achievement.
The roles of Teachers and Learning Support Practitioners (LSP’s) are similar in that they are both continuingly monitoring the progress and achievements of the learner. Teachers need to be aware of every child’s progress within their setting.
Evidence gathering and developing a full picture of each child is important, in order to understand their individual needs and supply accurate feedback to other teachers, support staff, parents and the senior leadership team.
Teachers will plan lessons, which will include clear learning objectives for their classes/ different ability groups.
All planning should be shared with the LSP’s, and is usually discussed prior to the actual delivery of learning, so they are able to help implement the lesson, set out the activities and the materials needed and effectively support the children’s learning, according to their abilities.
Learning Support Practitioners (LSP’s), can also be involved with the planning process, as their feedback could influence what is included in the lesson, and how future lessons needs to move forward.
Both Teachers and LSP’s carry out observations throughout the lessons, independent sessions and play times.
In my school both the Teachers and LSP’s use Ipad’s and an app called 2build a profile through the 2simple educational software.
This app allows both the Teachers and T.A’s to observe and record their observations in real time and save hours of record keeping time.
The Early Years version provides a simple and powerful way to log children 's achievements against the Early Years profile in a few simple steps.
Equally, the Primary version of 2Build a Profile is a Formative Assessment app
designed
Bibliography: http://www.tlrp.org/pub/documents/assessment.pdf http://www.jhu.edu/gifted/teaching/strategies/analysis/openendedquestions.htm http://www.nicurriculum.org.uk/docs/assessment_for_learning/training/aflguidance-ks12.pdf Louise Burnham/Brenda Baker Supporting Teaching 7&Learning in schools (Primary) AML– SC2005011237 8