Wood-Wallace, d (2016) ‘The Role of Assessment in Teaching and Learning’

Areas for future development:

From surveying the literature it is clear that there are a range of effective strategies that I can develop within my own practice in order to effectively assess and evaluate learning. One of the ways I can develop competence as a teacher is to have adequate knowledge of the different ways pupils are summatively assessed. Within my own practice I can learn more about summative assessments through conversations with my mentor, colleagues within school and through communication with colleagues from other schools in the alliance. I can also research into the different ways summative assessments are being carried out in an era of assessment without levels, and look into the way summative data is used within reports such as RAISEOnline and the DAISI report pack. Having sufficient understanding of summative assessments will contribute to how well I am able to make accurate and productive use of assessment.

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Wood-Wallace, D (2016) ‘The Role of Assessment in Teaching and Learning’ The University of Nottingham (PGCE): Academia

Within my own practice I can also develop the range of ways I formatively assess pupils through trialling different methods of receiving feedback from students. One strategy I would like to trial involves receiving feedback through the use of technology such as Paddle or Popplet. Using one of these apps will provide a time-efficient way of gathering feedback from students, whilst also bringing assessment into the technological era that pupils of today are born into. Another method I would like to trial involves receiving feedback through a multitude of mediums such as asking students to draw what they have understood or sum up in 5 words what they have learned today. This may provide me with more personalised and focused feedback from students. Having a range of methods to formatively assess pupils will improve my practice as it will assist with how well I am able to promote good progress and outcomes by pupils, adapt teaching to respond to the needs of pupils, and make productive use of assessment.