By Tabatha Rayment
Lists diversity from utilizing confident evaluate to extend scholars vainness to explaining numerous different types of review. >
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Extra resources for 101 Essential Lists on Assessment
O Will this assessment process have any impact on other subjects or will it focus on one specific key area? o How will this assessment be differentiated to meet the individual needs of students, for example Gifted and Talented or SEN? o How does this assessment process translate to curriculum expectations, whole-school strategies or target levels? o What other levels of scope are available to ensure this assessment is valid and correct? For example: department assessment or peer assessment. o How will further assessment be monitored and correlated to ensure a visible level of progression?
O Students are encouraged to reflect on their progress and take an active involvement in their achievement. o Students understand that their progress and attainment is constantly important, and every single piece of work they do is valued and necessary for future achievements. o Where assessment is confined to summative forms, take time to emphasize that while good grades are important, continuous achievement is also valuable to the student. 43 LIST 37 Showing the pupils strategies and goals A lot of assessment criteria are defined in ways that students may not clearly understand.
O Use the four-part lesson-plan structure to support goals and targets within the lesson - Starter - Introduction - Development - Plenary. O Use plenary sessions wisely - these are a good opportunity to recap on the objectives and outcomes and to check that ample progress has been made. 39 LIST 33 Short and long-term strategy planning All teachers, departments and schools need to work from organized, well-structured strategies to ensure that targets are not only in place, but are being met. Strategies ensure that lessons are properly devised and are goal-orientated, and also ensure the learning route is clearly defined.