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Comment from my mentor regarding assessment on my developmental placement:
Comment from my mentor regarding assessment on my developmental placement:
Rachel’s marking is exemplary and she gives feedback in a timely manner so that the children are aware of their next steps. She is able to address misconceptions through her teaching in follow up lessons. Rachel has set targets for the children’s writing and carefully planned lessons to address these. During our assessment week, Rachel was able to see how we use data to monitor progress and worked with the teachers to plan out subsequent lessons. When teaching, Rachel’s questioning allows her to assess the children’s understanding before moving them on and she regularly takes opportunity at the start of her lessons to recap on the children’s prior knowledge. Through out her lessons she gives excellent verbal feedback; she works the room well so that she has an awareness of all children’s understanding.
Comment from my mentor regarding assessment on my consolidation placement:
Comment from my mentor regarding assessment on my consolidation placement:
Rachel has used the school’s assessment system effectively after teaching her lessons. She understands the importance of instant verbal feedback rather than longer written pieces, especially in KS1. Rachel has taken part in staff meetings where staff will collect evidence from their cohort and assess using the assessment formats and systems.
Pupil awareness of targets and how to achieve them through the use of 'Next Steps':
Pupil awareness of targets and how to achieve them through the use of 'Next Steps':
When marking the children's work, I always made sure to leave a Next Step (NS) when necessary so that when the child read their feedback, they knew exactly how to make progress. This way of marking was efficient in addressing any errors and misconceptions they may have from the lesson, as well as providing an opportunity to stretch and challenge those already making substantial progress. This format of marking was adapted from the school's marking policy which I made sure I was familiar with in preparation for my developmental placement.
Scaffold self-assessment by sharing YTA checklist with pupils, highlighting key details:
Scaffold self-assessment by sharing YTA checklist with pupils, highlighting key details:
Year 5 YTA checklist.docxRecord and track data to improve pupils' outcomes:
Record and track data to improve pupils' outcomes:
After planning and teaching, I marked the children's work and made a note of which children had met or missed meeting the LO. I then transferred this information into a table that would be easier to analyse the overall progress from. This was an effective way of seeing which children needed extra guidance, as well as highlighting those that were absent who would need to revisit the concept at a later date.
English Summer 2 Week 1 assessment grid ANON.docxTudors progress tracker anonymised.xlsxPlanning formative assessment tasks linked to lesson objectives to indicate understanding:
Planning formative assessment tasks linked to lesson objectives to indicate understanding:
At the beginning of the new unit in English (Traditional Tales with a Twist), I used a KWL grid with the children to find out:
What they already knew about traditional tales.
What they wanted to know about traditional tales with a twist.
What they learned from the first lesson.
Taking part in cross-phase writing moderation to ensure consistency of assessment judgements:
Taking part in cross-phase writing moderation to ensure consistency of assessment judgements:
Assessment of pupils' work using the school's marking policy:
Assessment of pupils' work using the school's marking policy:
Identify efficient approaches to marking and alternative approaches to providing feedback:
Identify efficient approaches to marking and alternative approaches to providing feedback:
Live-marking in Maths
Self-assessment in Phonics
Prompt pupils to elaborate when responding to questioning to check that a correct answer stems from secure understanding:
Prompt pupils to elaborate when responding to questioning to check that a correct answer stems from secure understanding:
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