1.1 One of the class teachers main roles is to monitor and assess pupil achievement. They need to know how their class are progressing and be able to report on this. The teacher plans the lessons and schemes of work to enable the children to reach their learning objectives. It is important that the teacher, children and support staff know the objectives so they can understand the learning that is taking place. A learning support assistant assists the teacher in the delivery of the learning, they are also in charge of assessing pupils or groups they are working with. This is then fed back to the teacher to inform the next steps. Al earning support assistant may have responsibility for putting in place learning activities to meet the learning outcomes of the lesson.
1.2 Formative assessment is on-going assessment that is used to assess the learning as it takes place. This can be assessment of how the children are working, through open ended questioning and discussion with the pupils. Summative assessment is ‘a picture in time’ assessment. It is usually a test that assess where the pupil is at that set time.
1.3 Assessment for learning informs and promotes the achievement of all pupils. It starts with sharing the learning intentions with the children. It continues by speaking with them and giving them feedback as they are learning so the children can build up their self-assessment skills to help them identify and reflect on their own learning. Pupils need to consider their own learning throughout the process. 1.4 Assessment for learning puts children in control of their own learning and helps them identify where they are in their own learning. Children that are part of this process feel empowered to improve their performance through their own ownership. This also develops the children’s self-esteem and motivation. In using effective feedback all children in the class are being supported regardless of ability and they are all given the tools to reach their full potential. 1.5 Assessment for learning contributes to planning
Teacher- The children are engaged in their own learning and with effective assessment the children can take responsibility for their own learning, The learners- they are more involved in the planning process and become aware of how they learn. This enables them to tackle areas where they need to improve. They can use their self assessments which will in time improve their confidence and help them recognise when to ask for support. Learning support practitioner- it can be used to inform them on how a child learns and this will inform their questioning. This in turn can inform you of the pace of learning for each child that is appropriate.
3.4 In order to support pupils using formative assessment it is necessary to ensure all pupils are clear of the learning intentions of the lesson. They also need to know the reason that they are learning it and the assessment that will take place. A discussion with them will make sure that all this is clear. Success criteria is then put in place for the children to use to assess themselves against, this can be set by the teacher or through discussion with the children. During the learning it is important to ensure the children refer back to the success criteria and evaluate themselves against it, using open questioning is good for this. Questioning can also be used to get the children to reflect on their own learning style and think about ways of improving it. This can then be used to set individual learning targets.
4.1 It is important to use the assessment for learning to help with your feedback to the class teacher. Teaching assistants need to work closely with the class teacher to discuss and review the learning activities and how they met with the learning outcomes. In doing so it is important to consider how the pupils met with the activity, what you found useful and what the children found thought-provoking. The teacher needs feedback on what engaged the children, what there were difficulties with and whether success criteria and learning intentions have been met. Useful comments by pupils can also be included in feedback.
4.2 At the end of a learning activity I always reflect on the activity by considering whether the pupils were engaged, whether the activity helped the pupils meet the desired success criteria, how well my questioning helped pupils reflect on their own learning and understanding and if there is anyway I could improve future delivery of the activity.