Assessment of Attainment and Achievement

…this page is currently being updated – thanks for your patience! 😀

I actively research and implement Formative Assessment and Assessment is For Learning strategies. It has been my role in the school to train and support my teaching colleagues in such strategies and to develop materials and resources. I also use Thinking Skills, Concept Cartoons and the Active Assessment Package in my lessons to achieve critical thinking and have seen real improvement in student attainment and achievement.

I formatively assess my students through a variety of performances of understanding to include peer feedback activities, Walkabout-Talkabout exercises, pupil displays, role play exercises, individual and team Power Point and poster presentations, peer coaching and many others. I particularly like Badger Tasks, Exploring Science and UPD8 resources for this.

My students take ownership over their learning by setting targets for themselves by the regular update of their Student Profiles. They complete self-evaluation sheets at the end of each unit where they assess their effort in class and homework, and their participation in class activities and discussions. They assess each other through self and peer reflection activities and peer feedback. My students are responsible for directing their own learning and achievement and this has proven to promote a positive learning environment for everyone.

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As a class teacher, I take great care over the monitoring and tracking of my students. I monitor summative assessments and completion of homework and regularly communicate with parents through diary planners. I further this by using Monitoring and Tracking forms that communicate student progress inter-departmentally and relay any important information or concerns to line managers, Pastoral Care and Support for Learning. In consultation with Support for Learning staff, I implement a target-based learning strategy for selected students in my care to take account of their record of needs and alternative assessment arrangements. I conduct regular informal interviews with selected students at important stages in the curriculum, before assessments and examinations.

I am keen to use the results of student assessment to assist in the evaluation of my own performance, reflecting on lessons taught with a view to developing my skills.