calibre feedback from teachers is more effective in raising grades than homework, uniforms and smaller classes (Lucy 2011)
This rabble-rousing summary of evidence published by the Times educational Supplement is just one of the most recent pieces of look for that indicates the use of assessment to drive attainment in UK elemental schools. The dread and attitude to the cycle of planning, teaching, evaluation and assessment has changed dramatically over the previous decades, as prominent researchers have debated the relationships between them, and the impact they have on teaching and learning. This paper leave alone discuss the evolving nature of the research, paying particular attention to current practice and theory of assessment and how this corresponds with National Curriculum statutory requirements.
To be able to gain a full understanding of these theories and their reliability I shall critically analyse a unit of work planned and delivered by myself within my admit first-string school setting and how theories such as Assessment For teaching (Black and William 1998) and Assessing Pupils Progress, commonly known as APP (DCSF 2008) , impact on my own practice within the context of the teaching cycle. I will also talk about the differences between additive and formative assessment and the appropriateness of their use in the firsthand school. To conclude my analysis I will summarise the social function of the teaching assistant within this process and propose recommendations for advance with regards to how this role currently affects the teaching and learning within my own school setting.
My own setting is a larger than norm inner city primary school. Over eighty-two share of our students are from ethnic minority backgrounds, with almost forty percentage having a recognised special educational need. This makes our student cohort exceptionally...If you want to get a full essay, order it on our website: Orderessay
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