By Mary Briggs
This middle textual content for fundamental trainee lecturers is a transparent creation to different types of overview and their reasons. during the ebook, initiatives inspire the reader to coaching overview talents and to mirror on making plans, listening, wondering, gazing, diagnosing and target-setting. This moment version is referenced all through to the 2007 QTS criteria and has been totally up to date to mirror the first nationwide process and key tasks akin to each baby concerns. there's elevated emphasis on peer evaluation and target-setting associated with customized studying. additionally, new fabric on Early Years statement and foundation/core matters has been additional.
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Extra resources for Assessment for Learning and Teaching in Primary Schools (Achieving Qts)
When receiving the work you will want to look for successes as well as aspects that need to be . . developed in order to form some future targets for the individual. You are therefore building upon the successes, not just looking at areas of weakness. Indicate which answers are correct and which are not. ) Do not mark a whole page of work wrong – see this child separately. Make sure that you indicate if there are any corrections to be completed and why. Try to write comments that inform the child and that are in legible handwriting.
Why? How would you change this in future? 32 General principles of assessment . . . Were all the children able to complete the test? What additional information do you need in order to make secure judgements for all children? Were there any issues about the administration of the test? What were the children’s reactions to a test situation? Were there any other issues you noticed? Dealing with the diversity of children’s needs in assessment Most classes will include children with a range of abilities and this is still true of ‘sets’ though the range may be slightly narrower in top groups.
Indicate which answers are correct and which are not. ) Do not mark a whole page of work wrong – see this child separately. Make sure that you indicate if there are any corrections to be completed and why. Try to write comments that inform the child and that are in legible handwriting. Avoid writing ‘good’ or ‘well done’ on their own – say why a piece of work is good. Set children between one and three targets as a result of marking this piece of work. Set yourself specific areas that you wish to record about a particular piece of work.