By Abigail Jones
Student Number: 10308222
Word Count: 2679
Student Number: 10308222
Word Count: 2679
Rationale
The aim of this website is to explore and discuss different methods of assessment that schools may use. Throughout this website I will provide a balanced argument for different types of assessment as well as discussing current debates and initiatives and how these affect primary teaching.
Why have I focused on assessment?
I chose to focus on assessment as it is a huge part of a teacher’s role in the class and will be used in all key stages in some way. Hayes (2012:324) notes ‘perceptive monitoring of pupil progress is an essential component of teaching, as there is a close correlation between how well it is carried out and the quality of children’s learning.’ Assessment not only indicates what the children have learnt but also provides crucial opportunities to evaluate your own teaching. Through assessing the children’s learning it is possible to see common misconceptions or ‘gaps’ in children’s learning. This allows for opportunity to modify teaching strategies so children will gain the most out of the experience they are being provided with. For example, before starting a topic on spring and growth I asked the children what they already knew about the topic and created a thought shower based on their answers. From this I could see areas and concepts that the children had secure knowledge of and which concepts they needed more support with. I was then able to tailor my lessons to suit the needs of the children rather than what I thought they needed support with.
There are many changes that have been made within assessment so it is crucial that a NQT is aware of the changes and what this means for them as teachers. For example the year 1 phonics test is a new development in assessment. Although it is compulsory, there are a lot of opposing opinions so it is crucial that teachers are aware of the controversies and what this means for children as well as teachers.
Q6 of the QTS standards is for teachers to ‘make accurate and productive use of assessment’ (DfE, 2012:8). This standard emphasises the point of using different methods of assessment and the use of formative and summative assessment to monitor pupils’ progress. Q2 is all about promoting good progress and outcomes by children and part of this standard is to build on children’s previous knowledge and to meet children’s needs. Through assessment this can be achieved, especially if a holistic approach to assessment and learning is taken.
There are many changes that have been made within assessment so it is crucial that a NQT is aware of the changes and what this means for them as teachers. For example the year 1 phonics test is a new development in assessment. Although it is compulsory, there are a lot of opposing opinions so it is crucial that teachers are aware of the controversies and what this means for children as well as teachers.
Q6 of the QTS standards is for teachers to ‘make accurate and productive use of assessment’ (DfE, 2012:8). This standard emphasises the point of using different methods of assessment and the use of formative and summative assessment to monitor pupils’ progress. Q2 is all about promoting good progress and outcomes by children and part of this standard is to build on children’s previous knowledge and to meet children’s needs. Through assessment this can be achieved, especially if a holistic approach to assessment and learning is taken.
How should this website be used?
I have chosen to focus on summative and formative assessment as these are the methods of assessment that will be used in schools. I have then separated these into different strategies in which I have explained how the strategy can be used and the advantages and disadvantages of each strategy. From this, NQT’s can form their own opinions on each strategy to inform their own practice. As some of the strategies mentioned are mandatory they will have to be used in schools but examples have been provided how some schools are choosing to use them.