Assessment for Learning and Teaching in Primary Schools by Mary Briggs

By Mary Briggs

This middle textual content for basic trainee lecturers is a transparent advent to the various different types of evaluate and their reasons. in the course of the publication, projects motivate the reader to training overview talents and to mirror on making plans, listening, wondering, staring at, 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 approach and key projects equivalent to each baby issues. there's elevated emphasis on peer evaluate and target-setting associated with personalized studying. furthermore, new fabric on Early Years remark and foundation/core topics has been extra.

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And (sometimes people are looking this far ahead), are they university material? This appears quite a negative list, and it is these kinds of questions that will cause the most problems. Of course there are always positive aspects of the discussion on these occasions, but they are much easier to deal with than difficult questions like the ones above. PRACTICAL TASK PRACTICAL TASK PRACTICAL TASK PRACTICAL TASK PRACTICAL TASK Find out about parent–teacher consultations during your next school placement.

The latter can be problematic in terms of interpretation, made as the national results are most often from the year before rather than from the current year, owing to timing and availability of results. On the following pages is an example of a child’s report from Year 5, which includes the child’s own contributions. Reports can come in different formats. They can be computerised and generated from a bank of suggested phrases, tick sheets, full written reports or any combination of these. Computerisation can lead to quite impersonal reports though it can save time.

When you are keeping the pace brisk, most of your questions are likely to be closed, and you won’t want extended explanations from children. The questions are likely to be of the following form: . . . How many? How much? What would † ? What are † ? What is † ? At other times within the same lesson you will want to find out more about children’s understanding and to use their ideas to focus discussion on concepts. The questions are likely to be in the following form: . . . How did you work that out?

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