Assessment 

Two types of assessment in schools – summarise and formative assessment.

Levels for assessment were a generalised label  and Gibb (2015) seen them as milestones in children’s learning and teachers were encouraged to ensure children were moving up levels every half term. I feel this is not an accurate way of assessment as not all children have a great increase in development each half term.

Formative assessment can have a great impact on children’s learning, manly on lower achieving children (Inside the black box, 1998). I can compare to this because when on practice I assessed lower achievers more when working with this group to clarify there understanding befor moving on.

Schools are focusing on summative assessment more due to the influence of OFSTED, they also rely on this form of assessment more to support teaching. I believe that schools use summative assessment as a focal point to teach instead of formativly assessing children as they are learning.
Visible learning – Looked at many aspects of teaching and feedback from teachers had the greatest impact on children’s learning

Analyse the children’s progression to understand where they are, where you want them to be and to plan the road they should follow.

What is the most difficult aspect off assessing children, where they are; at, going or how?

The hardest section is AT. This is because children’s learning is continuous. Therefore, on my next placement when identifying where children are at, I will carry out various tasks to discover this, for example: observations, discussion with the class teacher or children. I believe that for myself, it is difficult to assess where children are at because I do not have the opportunity to assess children throughout a year as I don’t have much prior knowledge.


Peer-Assessment 
This can be seen as a good form of assessment but it has its limitations:

  • Not critical enough – teachers need to teach children how to be critical
  • Children will choose there friends
  • Hard to ask for help – therefore the children will tell the teacher they are learning however they are struggling
  • Group work – teachers need to show children how to use group work affectively

Plickers.com a way of formatively assessing children and also collating and using data from the children – print off cards and use a device to collate the data.

FEEDBACK LOOP – the more the teacher feedback given to the children the more it will impact their learning. Ensure the children use the feedback appropriately.

Following this lecture I have set myself the target of ensuring I assess in depth when next working with children to ensuring my planning and teaching support the children’s development. 

 

DE BONO THINKING HATS 

An approach which is a creative indirect way of planning and teaching.
It is from the theorists of experimental learning. It is an approach which is supported by Vygotsky due to the social and thinking characteristics. The thinking hats are self explanatory and consists of children thinking in different ways to collaborate ideas socially.

de-bono

  • Blue hats – this hat leads the group, opportunities to talk and also summarise the main points
  • Red hats – expressing feelings and emotions
  • White hats – focuses on the information and facts and how they will use these
  • Yellow hats – positive aspects of the circumstance. Values and what is good about the problem
  • Black hats – judge who look for the disadvantages of the problem, not the negatives but implications that may occur
  • Green hats – think of alternative ways to solve a problem

I would like to use this approach as I believe it supports children in their thinking skills. A way that I reflected on this approach is via using it.

  • RED- I like this approach because it supports organisational thinking which decreases stress levels
  • WHITE – I will use this approach when teaching children for example when the children are assessing their work.
  • YELLOW – The positives of this approach is it supports children in ensuring they think ab out may different aspects of a subject and also encourages them to think deeper.
  • BLACK – I believe this approach may cause limitations for children such as going of task due to group work but this then encourages the teacher to scaffold the children’s learning more.
  • GREEN a way to make this approach more creative is to ensure it is an interactive way of thinking. Hot seating could be introduced to make this approach more interactive.

 

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