TDA 3.7 SUPPORT ASSESSMENT FOR LEARNING

1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements.

The class teachers’ main role is to monitor and assess pupils’ achievement. They need to be aware of the progression made by all the children in their class and be able to report back to both the parents and other staff. As a Teaching assistant my main role is to support the class teacher whilst this ongoing assessment of pupils takes place. The teacher can measure the progress of each pupil by carrying out lessons and setting the children clear objectives. At the start of each lesson so that the children are clear about the objectives the class teacher writes
The students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions. As the unit progresses, the teacher and student work together to assess the student’s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process.
The UK Assessment Reform Group (1999) identifies 'The big 5 principles of assessment for learning * 1. The provision of effective feedback to students. * 2. The active involvement of students in their own learning. * 3. Adjusting teaching to take account of the results of assessment. * 4. Recognition of the profound influence assessment has on the motivation and self esteem of pupils, both of which are critical influences on learning. * 5. The need for students to be able to assess themselves and understand how to improve. 1.4 Explain the importance and benefits of assessment for learning.
Research has shown a relationship between being part of the process of assessment and pupil motivation. It is effective as pupils feel more of an ownership of their learning so their attitudes to learning, self esteem and in their motivation