Initial Assessment, Embedding Process and Inclusive Practice

The Initial Assessment, Embedding Process and Inclusive Practice.
I am researching and reflecting on the reasons why we need to complete initial assessments, the importance of carrying out these assessments and how we can embed skills and knowledge through the learning and embedding process for our pupils.  
I am reflecting on effective communication skills the importance and barriers which can prevent good effective communication skills.
I will also include what I learnt in the classroom from the teaching that was delivered on these subjects.

Assessments and why are they important
Assessment for learning is fundamental to the development of independent learners. Through ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there’ (ARG 2002) assessment for learning encourages pupils to take ownership of their learning.
There are many ways in which assessment activities can take place in the classroom, including monitoring normal classwork activities, using specific assessment tests designed by the teacher, designating assessment tasks as part of normal classwork, providing assessment tasks as part of homework assignments, and others, which are the domain of higher educational levels than the foundation stage, such as the use of standardized National Curriculum tests and/or formal examinations (Kyriacou, 1999; p.107). Kyriacou (1999; p.107-109) details each of these assessment protocols, showing, for example, how, although monitoring classroom activity is a part of the normal routine of a teacher, the monitoring, when it becomes investigative and active can become a form of assessment (Kyriacou, 1999; p.107; Kyriacou, 1997). In this way, the monitoring can inform teaching practice, through leading to suggestions for improvements in how learning is delivered, based on observations of areas in which the children...