Be able to observe and report on learner participation and progress
Find and read ‘How to make observations and assessments’ by Jackie Harding and Liz Meldon Smith, published by Hodder (2nd edition).N.B. You should be able to find a copy at your local library service.
Table of Contents
- Tutorial Video
- Reading Materials
- Laser Learning reading text: 'Observation and the learning process'
- 'Assessing classroom participation in the active learning classroom’ from Sheffield Hallam University
- ‘Five ways to measure pupil’s progress in the classroom and online’ from the Sec Ed website.
- ‘Observing students’ webpage on the Scholastic website
- ‘How do you know your students are learning?’ from the SecEd website
- Presentation
- Good Practice Example
- Interactive Quiz
- Evidence Opportunities
- Extended Learning
- Find and read ‘How to make observations and assessments’ by Jackie Harding and Liz Meldon Smith, published by Hodder (2nd edition).N.B. You should be able to find a copy at your local library service.
- This document from Warminster school gives an example of one setting’s ‘Assessment recording and reporting policy’. Read this document and compare it to the policies of your own setting.
- Observe a pupil during a learning activity. Click on the icon to use the observation proforma if you wish, or your school’s own observation form. Include the following information:a) The curriculum areab) The learning aims and objectivesc) The development and learning skills that the pupils demonstratedd) The pupil’s communication skills and behavioure) Suggestions for extending the pupils’ development and learning
- Click to visit the Department for Education's website about testing and assessment.
- Assessment principles: school curriculum’ from the Department of Education. This document offers recommended principles for schools to effectively assess their pupils’ progress against their school curriculum.
- ‘Assessment without levels: qualitative research’ from the Department for Education. Read the ‘Executive summary’ from page 8 to 11.
- Think And Challenge
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