In this discussion, I evaluate my practice with regards to assessment and monitoring progress. I first consider the relevant literature and explore assessment of learning and assessment for learning, as well as suggestions for monitoring pupil progress. Assessment for learning (AfL) is defined by Driscoll, Macaro and Swarbrick as: ‘formative assessment and the practical implementation of this by teachers in classrooms’. Assessment of learning (AoL), often referred to as summative assessment, ‘identifies the standard of attainment achieved at a particular moment in time’. I then discuss my approach in my research design, followed by a critical evaluation of my progress so far, supported by my documentary evidence.
As a key part of the teaching and learning process, assessment is a frequent focus in educational research, both generally and specifically in modern languages (ML). The Office for Standards in Education state that best practice includes ‘regular assessment of all four language skills’, while the Department for Education (DfE) make no specific mention of assessment in the National Curriculum. This shows that there are multiple viewpoints on the importance of assessment and monitoring.
Table of Contents
Introduction
Literature Review
Research Methods
Data Analysis and Discussion
Conclusion
References
Objectives and Topics
This assignment evaluates the author's teaching practice with a specific focus on student assessment and the monitoring of pupil progress within a modern languages educational context. The research explores the implementation of both formative and summative assessment strategies to identify and support learner achievement.
- Assessment for Learning (AfL) and formative assessment techniques.
- Assessment of Learning (AoL) and summative assessment methods.
- Practical monitoring of pupil progress in classroom settings.
- The role of marking, feedback, and student reflection.
- Analysis of documentary evidence and school assessment policies.
Excerpt from the Book
Literature Review
As a key part of the teaching and learning process, assessment is a frequent focus in educational research, both generally and specifically in modern languages (ML). The Office for Standards in Education (2011, p.31) state that best practice includes ‘regular assessment of all four language skills’, while the Department for Education (DfE) (2013) make no specific mention of assessment in the National Curriculum. This shows that there are multiple viewpoints on the importance of assessment and monitoring.
Pachler et al (2014, p.381) argue that recording pupil progress aids future planning, and that the mark book is an important tool. They extend Ofsted’s expectations of assessment: a teacher should record not only how pupils are progressing in key skill areas, but also ‘how they are using the language, their levels of contribution and confidence’ (p.382). Kyriacou (2014, p.181) agrees that progress records should reflect ‘different aspects of attainment’. It could be said that one purpose of education is to ready pupils for future careers, and for this they need a wide range of skills which are not all academic. Pacher, Evans and Lawes (2007, p.87) note ‘how little value is afforded to the ability of working effectively in a team’ despite the fact that many employers value this skill.
Chapter Summaries
Introduction: The author introduces the scope of the discussion, specifically focusing on evaluating personal teaching practice regarding assessment, progress monitoring, and the integration of formative and summative methods.
Literature Review: This section examines existing research on assessment in modern languages, highlighting the importance of recording progress and the diverse perspectives on effective feedback mechanisms.
Research Methods: The author outlines the documentary-based approach used for this research, discussing the use of pupil work and school marking policies while addressing efforts to minimize bias.
Data Analysis and Discussion: This chapter analyzes collected assessment data and school documentation to reflect on the effectiveness of various marking strategies, feedback codes, and student monitoring techniques.
Conclusion: The author reflects on the integration of assessment activities in the classroom, emphasizing the commitment to improving questioning techniques and feedback loops to support pupil progress.
References: This section provides a comprehensive list of all academic and policy sources cited throughout the research project.
Keywords
Assessment for Learning, AfL, Assessment of Learning, AoL, Modern Languages, Formative Assessment, Summative Assessment, Pupil Progress, Feedback, Marking Policy, Teacher Practice, Education, Student Attainment, Monitoring, Educational Research
Frequently Asked Questions
What is the primary focus of this assignment?
The assignment focuses on the author's professional practice in a school setting, specifically examining how they assess pupil work and monitor student progress in modern language lessons.
What are the central themes discussed in the work?
Central themes include the distinction between formative and summative assessment, the role of effective feedback, school marking policies, and the development of learner autonomy.
What is the primary research goal?
The goal is to critically evaluate the author's own teaching approach regarding assessment and to demonstrate how data collection and reflective practice inform future lesson planning.
Which methodology does the author employ?
The author uses a qualitative approach based on the analysis of documentary evidence, including pupil work samples, mark books, and departmental marking policies.
What is covered in the main body of the text?
The main body explores the literature on assessment, details the researcher’s methods, and discusses specific classroom-based assessments, error correction strategies, and the use of marking criteria.
Which keywords best characterize this work?
Key terms include Assessment for Learning (AfL), Assessment of Learning (AoL), modern languages, formative assessment, feedback, and pupil progress monitoring.
How does the author use feedback in the classroom?
The author utilizes various feedback strategies, including 'What Went Well' (WWW) and 'Even Better If' (EBI) comments, as well as coding errors to encourage students to perform their own corrections.
What challenges does the author face regarding assessment?
Common challenges include managing teacher workload, adhering to school-wide marking policies that may limit feedback options, and finding ways to motivate students through marks and comments.
- Quote paper
- Laura Smith (Author), 2017, A Look into Methods for Assessing and Monitoring Pupil Progress in Secondary Schools, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/374107
