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3.7 Support Assessment for Learning
TDA 3.7 SUPPORT ASSESSMENT FOR LEARNING
The main role of the class teacher is to monitor and assess the child’s academic achievement. They need to know how all of the children in their class are progressing, so they are able to report back to parents and other members of staff as well as being able to set individual education plans for all pupils. Assessment is an on-going process that can take different forms including summative and formative assessment. As a teaching assistant it is my role to assist the teacher with the on-going assessment process through various different methods.
It is the teacher’s responsibility to plan lessons that set out clear objectives and goals so that progress of pupils can be monitored. It is important that the children as well as the adults know what the learning objectives are for each lesson so that children know what is to be expected of them and the support staff are fully aware of what support will be required. At the beginning of each lesson a L.I: (learning intention) will be written on the white board and displayed on the smart board, the children are to write the learning intention on the top line of their learning journals along with the date. They are also to put a T/C (teacher/child grid) in top left corner of the same page. At the end of the lesson the teacher will ask the child to fill in their T/C, they are told if they understood everything that was taught without any issues they are to put a cross under the C if they understood some of what was taught or feel they need more practice they are to put a dash and if they haven’t understood anything at all and nee lots more practice to place a dot under the C. When marking the child’s work at the end of the lesson the teacher will do the same under the T to say how well they believe the child understood what was taught. The class teacher has overall responsibility for assessing and observing the pupils so that they can plan the lesson to suit the needs of all...