THE HERITAGE SCHOOL‚ KOLKATA. ASSESSMENT POLICY Assessment constitutes an integral part of any teaching –learning process as it enables us to identify what students know‚ understand‚ can do and feel at different stages in the learning process and acts as the foundation on which we base our future planning and practice. The Heritage School has its own Assessment policy certified by ISO 9001:2008 which is in sync with the existing pattern of the examination followed by the school‚ i.e. ISC
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1.1-Compare and contrast the roles of the teacher and teaching assistant in assessment of learners achievements. Both the teachers and the teaching assistant main role is to monitor and assess pupils achievemnets in the class‚ but the main teacher has overall responsibility for recording and making the decisions that may be needed for example moving a child into a different group to match their ability levels. The teacher needs to be aware of the progression made by all the children in their class
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Key Ideas about Quality Assessment. McMillan (2011) defines quality assessment as gathering evidence that demonstrates the knowledge and skills that students comprehend. Pre-assessment‚ formative assessment and summative assessment is how the evidence is gathered‚ teachers analyse the assessment results and make decisions about any potential learning deficit. McMillan (2011) outlines five areas of quality assessment as integrating instructions and assessment‚ purpose‚ measurement‚ feedback and
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into sentences‚ dialogue completion and transformation of sentences. Different structures such as verb forms‚ connectors‚ determiners‚ pronouns‚ prepositions‚ clauses‚ phrases etc‚ can be tested through formative assessment over a period of time. Summative assessment will recycle grammar items learnt over a period of time and will test them in context through Multiple Choice Question format. Bio Sketch/ Dialogue Writing/ Paragraph Writing. Email‚ Article‚ Dairy Entry‚ Poster‚ Pamphlet‚ Report‚ Speech
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contribution. Assessment of group work can be formative or summative. When assessment is diagnostically used‚ then it can be termed formative (Rowntree 1987); but when it is used for information gathering (i.e‚ continuous assessment or examination at the end of a course) about students that can further be given to a third party‚ then it can be termed summative assessment. Though there is no clear or massive division between group formative or summative assessments‚ they should however be a part of learning
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Unit 009 Understanding inclusive learning and teaching in lifelong learning Within my specialism of learning and teaching I teach a session on the Introduction to the Private Security Industry. At the beginning of the session I would put people in pairs to discuss what they think security is and what qualities are needed to be a front line security operative with emphasis on what they think they can bring to the role. Each learner will then feedback on each other’s behalf on what qualities they
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There are two types of Assessment strategies: 1.)Formative Assessment 2.)Summative Assessment Formative Assessment is carried out at regular intervals in every teaching session so that you can monitor progress‚ and check that the learners are on target and are achieving the intended learning outcomes and make changes if necessary. Summative Assessment takes place at the end of a session or course and is used to assess the learning outcomes are achieved and if there were any difficulties or
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Understanding the Principles and Practices of Assessment Learning Outcome 1: Understand the principles and requirements of assessment 1.1. Explain the functions of assessment in learning and development The elements of evaluating is to begin with the starting appraisal‚ this is the place Assessor recognize on the off chance that they have any past experience or information that is important to the capability that they will be evaluated on and discover their individual learning style and what backing
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curriculum). In these way teachers‚ parents and students will be aware of the progress of the teaching and learning taken place throughout the whole academic year’.1 As such‚ we distinguish three main orientations. 1) We are moving away from summative to formative assessment: Continuous Assessment is the first step taken to gear the primary educational system towards formative assessment. Consequently‚ the primary schooling is divided into three main stages. Stage 1: Assessment in Standard
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types Formative assessment (FA) Summative assessment (SA) Formative assessment (FA) Formative assessment is the continuous assessment of students’ learning in scholastic and co- scholastic activities by the teachers in the classroom and in the extended learning environment. Formative assessment is carried out in two modes Formative assessment (a)‚ i.e. FA (a) - Activity Mode Formative assessment (b)‚ i.e. FA (b) - Test Mode Summative assessment (SA) Summative assessment (SA) is the assessment
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