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Summative assessment

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    Each pair had a tenement about where a plane would be if you looked at where the sound was coming from. The children had to tell me which of the statement were true. Some of the children understood the task and answered correctly. To make sure they were not guessing I asked them why they thought the statement they chose was true. Some children were unsure of what to do, so I tried to explain it to them in a way they might understand by asking them what happens in a thunder storm. I said that the thunder was the sound that lightning makes, because light travels faster than sound.

    Then asked them to look at the text again and see if they could relate what we had just discussed to the statements on the paper. Also prepare the resources for the coming lessons, from making sure the children have adequate writing equipment and photocopied worksheets. Am responsible for this so the classroom is prepared before the lesson starts and minimal disruption occurs at the beginning of every lesson. Page 1 of 10 Takes overall control when making work and makes positive comments, correcting grammar and confirming they have for filled the criteria in the earning objective discussed and written down at the beginning of lessons. Cake on responsibility for some of the marking, usually for the groups I have been working with because I have worked closely with those children in the lesson and I know if they found the task challenging or difficult and can mark accordingly. I also report back to the teacher with my feedback. When I make have a stamp to say a TA marked the work. Report to the head teacher or deputy on line manager, they may help a teacher to plan lessons. Report to the teacher on the progress of the children I work with, verbal.

    Usually if a child had done particularly well or has been badly behaved on separate occasions. Longer term reports are written in a book or on a posit note sometimes with a quick response mentioning that the child understood the tasks given. Or a longer response explaining answers to specific questions was asked to ask the children by the teacher before the lesson. Those reports are used when the teacher is doing their yearly reports and their utterly assessments to ensure they are leaning and are put into the correct learning groups. Page 2 of 10 Stacey Scott SETTLED

    Created a book to monitor a child ;s progress in reading. They are asked to be checked twice a week by a teaching assistant, who monitors the children’s progress. This is to ensure children are not slipping behind when it comes to reading and whether or not they are reading. When the TA reports back with any concerns, there will be a record to assist the teacher making decisions about how to rectify the problem. Have set days when all the children have to hand their reading books and diary in to be marked and recorded in the reading report book.

    I fill in the hillside’s diary to show the children’s diaries are being seen and dated on a regular basis and stamp to say its been handed in. Record if the book has been read and a parent has listened or a child has been reading to themselves. Recording in the teachers reading book who ready regularly, who doesn’t and who forgets their book and diary. Also pop a dated posit note letting the teacher know (for quick reference) on the front of the book from week to week. I also advise the volunteer reader who comes in once a week to listen to children read who are high priority to be listened to.

    Page 3 of 10 Implements the behavioral policy, for instance raising a pupils self esteem by using verbal praise and issuing star pupil points, making sure they regularly attends school and report concerns to the head teacher. Implementing the behavioral policy, for instance if I see a child has worked really hard in a particular lesson, I will bring this up with the teacher, who will then decide to reward them. The same would apply for disruptive and bad behavior, the children are given two chances from me to modify their behavior, I tell them they have those chances before I report to the teacher.

    The teacher knows that I give them two chances. An example of this is in assembly where the children know they have to be respectful and set an example to the younger children. If see a child who is being disruptive by chattering. I ask then to be quiet and if they keep chattering, ask them to move to the end of line next to me so they are less likely to chatter. On return to the classroom, I report to the teacher about the behavior, the teacher then takes a minute from their golden time. Page 4 of 10 1. Formative Assessments Formative assessments are a monitor of students learning and provide ongoing feedback that can be used by teachers and Tat’s to improve their teaching and in turn pupils improve their learning. It helps the pupils and teachers identify strengths and weaknesses in their work. It also helps to recognize where pupils may be struggling and the problem can be addresses prom aptly. An example of this would be when the children read, they have a diary to write in, regularly listen to them read and can determined if they are on the correct reading level,.

    By listening to them and asking questions about the text, can decide if I need to move them up a reading level to see if the can engage something more challenging. Also if the children are struggling can choose a book more suited to their ability. Another example Of this is in the classroom, the teacher has given the children a few paragraphs in a book to read, when there have been read, have been given questions to ask from the teacher, with a small group I ask the questions to each child individual to assess if they have understood the text.

    I record the results by writing in a book, and then report back to the teacher. I also ask quick questions about the work for example ‘what did you just do? ‘Why do you think that appended? ‘. At the end of the lesson the children are asked to look back on their learning objective and respond to the lesson by putting a smiley face if it was easy to do. A face with a straight mouth if they are unsure and a sad face if they did not understand. They also have to put in their books if they worked independently with a partner or were assisted by a TA.

    Page 5 of 10 Us imitative Assessments Summarize assessment is to evaluate pupils learning at the end of the instruction by using some standard benchmark. Examples of summarize assessments are an exam or a final project. In class the children are given weekly spellings to learn. On a Friday the children are tested on them to see if they have learned them. A longer term example of summarize assessment is, the children have been learning this term how to write a poem, They have read several poems from several different poets, The children have been asked to write their poems on a pebble and the journey it had made throughout world history .

    Learning how to describe points in history, using alliteration, how to use a thesaurus etc. The culmination of the terms learning, a poem written about the pebbles runner, by every individual in class. The teacher will then mark them according to learning guidelines. 1. 3 Key Characteristics of assessment for learning Sharing learning objectives with the pupils Learning outcome on the board the children have to write it on their books at he beginning of lessons.

    The teacher asks questions before explaining the leaning outcome to see if any of the children have any knowledge of it before explaining what is expected from the lesson. The leaning outcome is on the board and on the children books so the children have a clear idea of what is expected in the lesson. The teacher discusses this to make sure the children have understood. The TA can assist the children who may need extra help completing the learning outcome before the lessons end. Page 6 of 10 Helps pupils to know and recognize the standards they are aiming for.

    The lessons are separated into color groups for ability and different groups have different success criteria, for example green group may not be expected to answer as many questions as the red and blue group who may have to answer more questions. Purple group may have to answer the questions and explain how they got that answer. It is important to have several different groups in class as children are all at different learning points several are above and several are below and may need extra help in achieving the learning outcome.

    Others are capable of going above and beyond the initial learning outcome and are there for asked for extra. It is to make sure all the children are leaning at their own pace and not struggling to keep up or are becoming bored because the work is too easy. Involve pupils in self and peer assessment In French lessons children have several French words they have on cards they eave to memories by themselves for several minutes, then one by one each child is asked to hold up the cards and test the other children on them to see if they remember what the cards mean in English.

    Provide feedback that leads pupils to recognize the next steps and how to take them. The teacher mark the children’s work and give them feedback and corrections to work on from last lesson. They correct the mistakes before continuing. Children can discuss what is expected from the about the learning outcome. They are also give feedback from their reading diary. Feed back is given so the hillier have an idea as to how they are learning and know what they need to do to their work to improve, by correcting their mistakes. Page 7 of 10 Promoting confidence that every pupil can achieve.

    Discussion rich activities, involving the whole class in experiments, for example getting each child to decide if a question written on the board is true or false, by each child giving their own opinion. Involve teacher and pupil in reviewing and reflecting on assessment information Children are given time to reflect in the work they have done that has been positively marked, they can then make good their grammar that has en pointed out for correction. They may have been asked to improve a word that they have used because the teacher knows they are able to use a more descriptive word.

    Asking question about what they have learned. 1. 4 Assessment is important because they serve a dual purpose, a source of information which helps teachers identify what they taught well and what they need to improve on, as much as how well pupils are progressing. Assessment for learning encourages all pupils to take responsibility for and become more active in their own learning, by being asked open ended questions from teacher and Tat’s. Or instance “How exactly would you do that? ” or a pupil giving their opinion on a subject.

    Assessments help teachers to identify problems with pupils, if they are struggling or falling behind before it becomes a more serious issue. Equally if a child is finding work too easy, It serves to improve a child academic progression, finding out where pupils are within a learning range. It also enables a teacher find out how a child learns either in an auditory, visual and kinesthesia way. A successful assessment for learning strategies result in improved learner progress on a constant basis. Page 8 of 10 1. 5 Role of the teacher To plan the lessons and scheme of work.

    Set the learning objective and success criteria Carry out the actual learning activity Identify particular learning needs of children or groups and adapt materials, for example the class have a learning objective but because of the different needs of the pupils, the teacher sets a different outcome for the groups, she may ask green group to work in a group with the teachers help, Blue and red group may have to work in pairs along with the assistant of the TA and purple group may be asked to do the task on their own.

    Teachers mark and assess children achievement by marking their work and see if they are achieving the success criteria. They also set new targets based in how well they achieve the success criteria. Roll of the TA support both the student and the teacher by understanding the learning objective and the success criteria. Guide the children’s learning by helping them understand the learning objective and success criteria. I also provide feedback to the teachers on the children’s participation in lessons and their understanding and progress both verbal and written.

    I give feedback to the children and let them know how they are progressing. I help in discussions by asking questions, to aid the pupils learning with open ended questions or start them with, who, what, why, when and how. The role of the learners The children learn how to self assess their work. They are encouraged to take responsibility for their work, by using the smiley face system (mentioned earlier) page 9 of 10 Children also peer assess, this is where the children talk to their classmates about the work, it gives them the ability to identify their strengths and weaknesses.

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