TS6

Make accurate and productive use of assessment -know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements, -make use of formative and summative assessment to secure pupils’ progress, -use relevant data to monitor progress, set targets, and plan subsequent lessons, -give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

This standard aims to focus on assessment requirements to help monitor child development against national standards. My opportunities for assessment have come mainly in formative format with marking and suggesting next steps. For the units that I have taught I have monitored and tracked how well I feel the children have understood based on answers in the input and also in their school work. With the assessments I have carried out through formative feedback I have used this to inform my specific lesson plans for the next session. I have understood the importance of constant monitoring of progress so that children are given new challenges rather than the same content. My main method of doing this is shown in the first piece of evidence below, where I assessed children on the learning outcomes and their level of understanding. The second piece of evidence also shows I have learnt to appropriately use summative assessment to look at progress made at the end of a unit of work. I feel this had a positive impact on my own practice as I could discuss with the class teacher my findings for which she can see how this matches up against her expectations of each child by the end of the year as well as the year 2 SATS that were meant to take place before they were cancelled. This has helped to impact my learning in future as it will be important that when I get a job that I am aware of the schools assessment policy and procedure so that I assess in accordance with school guidelines. I understand that assessing pupils attainment accurately against benchmarks independently is something I will need to work on and develop in my first year of teaching, but I am confident enough to seek help if I feel it necessary.

This piece of evidence shows my formative assessment of each individual child at the end of a group of lessons looking at time. I have informed my planning by looking at which children need extra help, which children have met expected and which have exceeded expectation.

This evidence is a piece of summative assessment carried out at the end of the time unit mentioned above. I used this against what I had observed in my formative assessments to check they matched my expectations. I then discussed this with the class teacher against her expectations by the end of the year.

This evidence is a writing task which was assessed for spelling and handwriting. I corrected spellings which would subsequently be used as practice for this specific child. Children are given team points for the quality of work based on what was expected.