Unit 9 Strategies for developing learner centered assessment practices
Assessing children’s achievements and progress in their studies has taken on a significant focus in recent years so that much more emphasis is given to the role of assessment as an ongoing part of the daily teaching and learning process. This unit asks teachers to audit their current assessment practices and provides insight into different ways of finding out what a child or class knows and understands at different stages of a topic. This will enable the teacher to plan more effective and targeted lessons. It also discusses the importance of giving feedback to children about their achievements.
Unit 10/11 Questioning techniques to promote formative assessment practice for student learning (double TDU)
This unit is a double unit as the questioning as part of the teaching and learning cycle is so important. How, when and what kinds of questions a teacher uses can have a dramatic impact on the lesson and successful learning out comes for children. Too many teachers ask closed questions where a child has to just give the correct answer. This unit explores how by asking more open-end questions a teacher can help children to think more deeply and become more interested in a range of topics. Children can also be encouraged to ask their own questions about a topic which they can then try to answer through investigation. Such approaches stimulate much more participation and success in learning.
Unit 12 New ways of recording progress in learning
It is important that teachers keep records of children‘s progress that they can use to plan the next steps of learning for all children. This unit explores how important it is to have clear learning outcomes for each lesson and for the teacher to be clear about what evidence they need to be sure that a child knows and understands what was taught. The unit shows how a list of test marks tells the teacher little but that annotated samples of children’s work or test marks with comments can give a much better picture of their progress and thus enable the teacher to plan more effective next steps. Keeping a range of records allows a teacher to identify more clearly, which children need extra support and what kind of support they need and examples are given in this unit, that teachers can try in their classrooms.