Supporting Learning Development Through Assessment

Having discussed what activities we would be doing in the classroom it is then my responsibility to prepare the classroom ready for the lesson, this would be done either before the children arrive or when the class teacher gathers the children on to the carpet area where she will discuss the activity with them, what it involves and what is expected of them.

\item The teachers always want their lessons to be interesting and they introduce the real life problem before they can go deep into the content of the subject.

Before I organise trips, rewards, and incentives I will need to consider everybody’s individual needs and plan things that everybody can be included in as this will promote equality too. A good example of this is (Gravells A, 2008). A group of leaners wish to go out for dinner. One is vegetarian, another is dairy intolerant and a third does not eat fish. They all want to eat at the same restaurant and choose from the same menu and be treated equally, enabling them to choose a different option from the menu.

1.1 Explain the function of assessment in learning and development To meet timely a required predetermined standard with evidenced learning. Unlike the course work we were required to do at school which when marked showed the standard we had achieved. Assessment learning breaks down the required knowledge into bite size pieces which are topic specific, when completed and assessed each piece must contain all the required criteria to evidence the learners understanding. In my experience timely assessment during this period gives feedback to learner and assessor on progress, giving confidence to the learner that they will meet the assessment standard.

Students may become more interested in the object than the lesson that is being presented.

Unit 16 Enabling Learning and Assessment Assessment offers the chance for invaluable feedback to be given to learners therefore offering an opportunity for learners to achieve progression and the ability to monitor and take control of their own learning. Assessment also offers the opportunity not only for the progression of learners but also for the progression of institutions, Ysseldake(2010) supports this argument

The assessment process in a teaching environment is a necessary requirement to enable you to be able to measure a student’s knowledge and understanding. Assessments come in many different forms and use many different methods, each are important in obtaining an outcome to which the tutor can obtain positive outcomes.

I can still remember coming home from school after an exciting day in the first grade. I would go straight to my room, line all of my dolls up in the floor, and “teach” them everything I had learned earlier that day. But of course, not every child who pretends to be a teacher in his or her early years actually becomes a teacher. So although I enjoyed “teaching,” I never really considered it as a choice for my life-long career.

Teaching is only one of many roles, that teacher will be involved in. Most of these roles will not engage students.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

During the initial assessment, the assessor must introduce themselves to the learner and ensure that they understand what the course is.

Assessment is carried out to ensure that learning has taken place. It measures the learner’s knowledge and skills in their learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding to the standards of the awarding body.

Resources can be found, made and developed in a variety of ways. They also exist in numerous forms such as paper and printed material, newspapers and journals, to media based resources such as videos, images and blogs. Another extremely valuable resource available can be the teacher themselves, or other people such as guest speakers and specialists who can all provide comprehensive, primary evidence which can enhance a learners experience more, for example, than a paper resource.

Many people will tell you that the person who inspired them the most was a teacher. They inspire us and prepare students for a higher level of education. They teach planned lessons and the needed skills students will need in the future when they attend college and when they seek employment. High school teachers will see various different classes throughout the day and may teach different grade levels and different types of classes that pertain to their level of specialty (Echaore-McDavid). Though no matter what or who they are teaching, their goal is the same, success for the students. Teachers assess the students in their classes to determine their strengths and weaknesses of the given material (Bureau). The parents of the students and the teachers also have a level of communication outside of the classroom (Bureau). Teachers communicate with the parents to assess the level of success the student has and to work with the parents to help the student . There are two types of ways that a teacher may choose to instruct the class. These are didactic teacher or evocative teaching. Didactic teaching is teaching through demonstrations or lectures (Ed). Evocative teaching is instructing the students through aid and focusing on the students discussions to teach a new topic (Ed). Everything a

Every day I come into contact with 165 students. These students represent different races, cultures, lifestyles, languages and walks of life. They have different interests, styles of learning and knowledge they bring to the learning. As their English teacher, I am faced with the task of differentiating for each of my students’ needs. The differentiating that I do begins with identifying standards, determining was to provide the best differentiated instruction, and creating assessments that connect the standards to the assessment task. According to Tonya R. Moon (2005), “allowing for multiple approaches to content, process, and product from an instructional standpoint also allows for multiple approaches from an