By Mary Briggs

This middle textual content for fundamental trainee lecturers is a transparent advent to the various sorts of evaluate and their reasons. in the course of the booklet, projects inspire the reader to preparation evaluation talents and to mirror on making plans, listening, wondering, looking at, diagnosing and target-setting. This moment version is referenced all through to the 2007 QTS criteria and has been totally up-to-date to mirror the first nationwide process and key tasks comparable to each baby issues. there's elevated emphasis on peer overview and target-setting associated with personalized studying. moreover, new fabric on Early Years statement and foundation/core topics has been extra.

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Additional info for Assessment for Learning and Teaching in Primary Schools (Achieving Qts)

Example text

QCA (2002) suggests that sharing work can offer the following opportunities: . encouraging pupils to listen to the range of pupils’ responses to questions; . showing pupils the learning strategies; . showing pupils how the assessment criteria have been met in some examples of work from children not known to the pupils; . encouraging pupils to review examples from anonymous pupils that do not meet the assessment criteria, in order to suggest the next steps to meeting the assessment criteria; . using examples of work from other pupils in the class to highlight the ways they meet the criteria or standards.

It is possible to keep records for classes of children that may be clear and precise and easily interprete, but they will only show you which areas of the curriculum children have ‘covered’. This means that the children will have had access to those particular parts of the curriculum that are indicated in the records. These can be highlighted items on a list of the objectives/topics that are planned for a specific period, like a half-term or term, or they can be part of the records against the objectives showing those children who were present for that lesson.

You may have considered that gaps indicate that those areas have not been taught. There appears to be a difference in achievement, particularly with the first objective. This could give you an indication of the groupings needed in teaching this area again and an indication of the range of differentiation required. The differences between the categories assigned are difficult to be precise about without further information but this kind of record can provide a starting point. It is useful to discuss your interpretation of a similar record with the class 45 General principles of assessment teacher who has made these judgements.

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