Amber planning, preparation and assessment, they will

April 9, 2019 Teaching

Amber Evans
TDA 3.7
The teacher and teaching assistant’s main role are to monitor and assess pupils achievements in lessons, the teacher has main responsibility for recording progress and making decisions when they may need to move a child in to a different group to match their ability level. The teacher needs to be aware of the progress children make in class to be able to report back to the parents or other staff members. The role of the teacher also includes PPA – planning, preparation and assessment, they will also have a transition meeting at the end of each academic year to discuss children with their next teacher for example if a child was to work better with someone else, or which child would benefit from the most support. As teaching assistants our main role in to support the class teachers with the assessments although you don’t report the assessment to the parents. Teaching assistants also do observations while working with pupils, they also do interventions and would give feedback to the teacher afterwards.

Summative Assessments
To measure achievement at a time
Assessment of learning
SAT’s, Phonics’ test, School reports, Spelling tests, End of year assessments.

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Report back to parents, staff, pupils.

Formative Assessments
Ongoing assessments used to check the learning in any lesson by using any open-ended questions for example, what do you think will happen?
Formal and informal observations
Listening to how pupils describe their work and their reasons doing this enables us to hear the methods which pupils use.

Checking a child’s understanding this is done by asking a child if they understand the task that has been given to them by asking them what they know
Engaging pupils in reviewing progress by asking them what they have learnt this should be done throughout each session.

Assessment for learning is a key part of teaching if you want you student to improve. Assessment of learning is aimed at you helping with your planning after you have identified your students’ strengths, weakness, needs, motivation and their learning styles. At the beginning of each lesson you should share the learning objective with the students, so they know what is expected of them to achieve at the end of the lesson. Assessment for learning takes a considerable time to develop and become effective. Some key features are being clear about learning goals and the success criteria, showing pupils that all responses views and opinions are valued, giving constructive specific feedback allows pupils to improve if they need to.

Assessment for learning is an important part of education as it defines whether the objectives of teaching are being met, assessments affects decisions about grades, educational needs of children and in some cases funding. Assessment for learning is a substantial way to raise a pupil’s academic achievement and is centred on the belief that for children to progress in school then they must understand the purpose of their learning, where they are in relation to this purpose and how they can achieve their goals. Assessments will help a pupil reflect on their own development which in turn will help them recognize and appreciate their own strengths as well as developing an insight into themselves as students. If a pupil is given the opportunity to discuss their learning either with a teacher or one of their peers, then they will develop a better understanding of their learning which can build confidence and motivate them as students. Effective assessment will identify individual educational needs of all children as well as informing them about their specific performances and achievements, this will then allow teachers to use methods that are personalised to the needs of a child. Assessment can be used not only to measure learning but also to promote learning by teaching pupils how to ask questions as well as answering them, by highlighting to a child that it is acceptable to ‘have a go’ and that by giving the wrong answer is still an opportunity to learn.

Day to day assessment is a vital phase of effective teaching, it includes of teacher and the teaching assistant in the class focusing on how learning is progressing in that particular lesson, defining where and what improvements can be made and recognizing the next step for the child, as a TA you should be working in partnership alongside the teacher who will help, support and work with you as this will result in a appreciated discussion of ideas and joint problem solving to improve the learning of the children we work with. Assessment is a fundamental factor in contributing to future planning for children, as well as a teacher being able to assess their own personal skills it can also be used to control what is successful, what approaches to take, what may work and what does not work when planning learning activities for children; this can be done by adapting work to suit the needs of individual children and modifying tasks to match a child’s identified abilities. These are decided once the teacher has measured what the children can do and what they know, the teacher will then decide what the child will require next in order to allow growth and the development of their skills. During learning activities tables are categorised into different capabilities and needs, one table will be capable enough to work independently and another table will be supported by a teaching assistant who will be able to support the children and help explain the learning objectives for the lesson by asking questions such as, “What are we learning about today?” Towards the end of the lesson a pupil can be asked about what they have learned, this will help them to identify the development they have made throughout that lesson by repeating them the questions that you asked them at the start of the lesson and reminding them of what they said they were going to do and whether they think this has been accomplished. Through asking and reminding children of the learning objectives of the lesson we have then assisted not only ourselves in future planning but also the children as they should ideally ask themselves these questions in every lesson. In some subjects the children are encouraged to work in pairs or small groups as this will allow them to reflect on their work and share learning objectives, this will ultimately help children to take responsibility for their own learning. Younger children can contribute to their own learning by thinking about how to improve on their own work such as using finger spaces after each word, using word boards and sounding out words. With older children they can be reminded about capital letters at the beginning of sentences and not forgetting to use full stops.


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