701312 Assessment for teaching and learning: Essay (SCITT)

701312 Assessment for teaching and learning: Essay (SCITT)

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References

ARG (1999) Assessment for Learning: Beyond the Black Box. Cambridge: Cambridge

School of Education

ARG (2002) Assessment for Learning: 10 principles. . Available online:

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28/04/19].

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ARG (2006) The role of teachers in the assessment of learning. London: University of

London

Bertram, T., Cole-Alback, A., Pascal, C. (2017) The Hundred Review: What research

tells us about effective pedagogic practice and children’s outcomes in the Reception

year. Birmingham: Centre for Research in Early Childhood.

Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards Through

Classroom Assessment. London: Kings College School of Education.

Booth, N. (2017) What is Formative Assessment, why hasn’t it worked in schools and

how can we make it better in the classroom? Impact, Journal of the Chartered College

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inspectors to help inform understanding of child development through the early years.

Crown: London

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The Stationary Office

DfE (2013b) National Curriculum in England: Framework Document. London: Crown

DfE (2013c) Summary report of the consultation on the new programmes of study and

attainment targets from September 2014. London: Crown


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DfE (2011) Teachers’ standards Guidance for school leaders, school staff and

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Strategy. London: Crown

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day. Educational Leadership, 63(3), 18-24.

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underpin, not undermine, great teaching (Final Report). Available at:

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Moylett H (2014) Characteristics of effective learning. Berkshire: Open University Press

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https://www.nuffieldfoundation.org/assessment-reform-group[accessed23/04/19].

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expected at the end of the EYFS. London: Crown.

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Appendices

Figure 1.The relationship between types of assessment. The five “key strategies” of formative assessment • observing pupils- this includes listening to how they describe their work and their reasoning; • questioning, using open ended questioning to invite pupils to explore their ideas and reasoning; • setting tasks in a way which requires pupils to use certain skills or apply ideas; • asking pupils to communicate their thinking through drawings, artefacts, actions, role-play, concept mapping, as well as writing; • discussing words and how they are being used. (ARG, 8 1999). From beyond BB a.

b.

SummativeFormativeDiagnostic

SystemplanningEvaluative


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Figure 2 The five “key strategies” of formative assessment

a. . (ARG, 8 1999). b. (Leahy, Thompson et al. 2005).

Figure 3

Assessing and reporting arrangements. Data specification (STA, 2018:6).


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Figure 4

Guidance to support each child’s learning and development (Development matters, 2012).


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Figure 5

The seven areas of learning (Development matters 2012).


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Figure 6

Cora Collaboration, Ricky Resilient, Ivan Investigator and Eva Evaluation. Reception Learning Superhero toys created to encourage effective learning pictured

with Learning Superpowers reward wall.


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Figure 7

Statements used in assessment grids. Number in Maths. 40-60 months. Early years outcomes: A non-statutory guide

for practitioners and inspectors to help inform understanding of child development through the early years (2013).

Veggie patch


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Work with a friend. Each fil l a basket with

your favourite vegetable. a.

Which vegetable do you like best? Can you count them into one basket?

In the other basket can you count out a different vegetable? Which basket has more / fewer?

Can you add the two baskets to find out how many you have chosen altogether?

Order carrots by length Compare the weights of two veggies

b.

Recognise some numerals of personal significance N23 Recognises numerals 1 to 5 N24 Counts up to 3 or 4 objects by saying one number name for each item N25 Counts actions or objects which cannot be moved N26 Counts objects to 10 and beginning to count beyond 10 N27 Counts out up to 6 objects from a large group N28 Selects the correct numeral to represent 1 – 5, then 1 – 10 objects N29 Counts an irregular arrangement of up to 10 objects N30 Estimates how many objects they can see and checks by counting them N31 Uses the language of ‘more’ and ‘fewer’ to compare 2 sets of objects N32 Finds the total number of items in 2 groups by counting all of them N33 Says the number that is one more than a given number N34 Finds one more or one less from a group of up to 5 objects, then 10 objects N35 In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting N36 Records, using marks that they can interpret and explain N37 Begins to identify own mathematical problems based on own interests and fascinations N38 Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes SSM 18 Selects a particular named shape SSM 19 Can describe their relative position such as ‘behind’, or ‘next to’ SSM 20 Orders two or three items by length or height SSM 21 Orders two items by weight or capacity SSM 22 Uses familiar objects and common shapes to create and recreate patterns and build models SSM 23 Uses everyday language related to time SSM 24 Beginning to use everyday language related to money SSM 25 Orders and sequences familiar events SSM 26

c. Figure 8

Example of provision focussed assessment activity.


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a. Material accompanying ‘Veggie patch challenge’. b. Ideas for questioning. c. Focus objectives in bold.

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701312 Assessment for teaching and learning: Essay (SCITT)