As a teacher, I work within an on-going and dynamic situation, monitoring and evaluating the success of my class regularly in order to achieve the goals and objectives of a planned course. By analysing aspects of my performance, using reflective methods, I can adjust my teaching process. Whereas my formal technical knowledge and past experience may be fundamentally limited in scri pting current action for a given unique situation, the theories of reflection are designed to attempt to guide the learning behaviour of class members (both students and teacher) in both conscious and unconscious ways. Some of these ways of teaching can be talked about in class, e.g. as a form of discussion in class; and some will be secretive (where the student is blissfully unaware they are learning in a particular way). Reflection on effectiveness of teaching and learning allows me to verify what skills my trainees have developed. This helps me decide what I may need to teach again in a different way, or how to focus my future teaching plans.
I review each student’s ILP periodically, this helps me to update my lesson plans and assessments accordingly. In addition, it is also essential for the teacher to give an unbiased opinion about the student free from any favouritism toward any particular student so that the student can trust me with regards to their progress. In addition to this, it is important for me to give an honest assessment related to the performance of my students in order to guide them. Being a teacher, I follow a variety of assessment methods in my class room;
Starting with diagnostic assessment to identify strengths and areas for improvement and become aware of the next steps. Assessment for learning (AFL) or Formative assessments:
Formative assessment, often referred to as Assessment for Learning (AFL), is part of the everyday teaching and learning process. I gather evidence about my trainees’ learning, for example by observing, listening, questioning, discussing and reviewing pupil work. They can then use this evidence to identify progress and gaps in learning (including individual support needs) and set learning goals and success criteria. All of the trainees, myself and my organization will benefit out of the feed-back we conclude out of the AfL. Summative assessment gives trainees, parents and teachers valuable information about a trainee’s overall performance at a specific point in their learning. It provides information about his/her progress in subject knowledge, understanding and Thinking Skills and Personal Capabilities.
This type of assessment should take account of all the objectives or outcomes of the program of study/ topic (this is why summative tests of part of the program of study are not necessarily valid and make use of several short assessments rather than the ‘big test’ at the end of the year. For evaluative purposes, the Department of Education requires information on end of assessment outcomes, they can use this
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