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CONTEXT:
1. Can you tell me about any in-service training on assessment that you have
participated in?
2. When you first started teaching, what did you think assessment in TEYL
involved and how did that change over the years?
- First she tried the methods that she had learned about before, then through gained
experience she knew which strategies worked with SS and adjusted them
accordingly to students needs
- changes in the British curriculum (they got rid of levels)
- Ts questioning has changed, its more in depth, challenging for SS
PRACTICE:
1. Could you list the methods of assessment that you use with learners aged 6-7?
-spelling tests (once a week)
-comprehension tests (reading)
-oral comprehension assessments (SS read books and then T talks to SS individually
what have they learned from those books, -> to get the idea how much SS understood
from a book and what can be done next)
-maths time tables tests (once a week)
-questioning
-talking partners
- T used learning targets with SS, but they didnt work with that group of SS > T
suggested that they are too young for that method
(8:15)
5. Do you think it is worth to check the same content knowledge more than once
and if so, how would you do that?
-definitely. Whole British curriculum is designed in the way that content repeats.
It builds on the content students know and expands it.
Trips are great opportunity to ask them questions and check how much they
remember. They have fun and do not realize how much they know.
The other thing are cross curriculum links between subjects that you teach. They
let you go back and check how much students remember.
6. How do you plan for assessment and when do you plan it?
Most of the time I plan it with my colleagues. I plan it at the beginning of the year. I
implement assessment in the lesson planning and some of it is on-going.
FACTORS WHICH IMPEDE OR FACILIATE:
1. Tell me about how you implement technology or other resources to help you with
assessment?
Video recording children record each other, they listen to themselves and assess
themselves. If the children have access to Ipads they can use Quizzes, sometimes
children can create quizzes for each other. There are lots of good websites Caput,
Lets recap, flicker. Sometimes I use photos. They enjoy looking at their photos and it
always creates a good field for discussion and assessment is much more natural.
2. If you could change 3 things about your context to make assessment more
effective, what would they be?
More ICT facilities. Children have iPads/laptops, that would allow me the assessment
that I talked above.
More children, as some things are impossible to do with so little things or just
pointless.
3. What advice would you give to an inexperienced teacher who needs to assess YLs
aged 7-11?
Structure planning and questioning. At the beginning think about questioning, about
what do you want to achieve what you want to find out from them. For especially
young children not frontal setup, not as much teacher led talking partners, group
work. If they work on something in the group you can just walk around while they are
excited and they are having fun and dont pay attention to the teacher and you already
assessing them, observing them without the event know. Basically collaborative work,
more than individual.
STUDENTS:
1. Could tell me how you engage learners in assessment?
-Pupil driven lessons at their interests
-Use of technology
-Student having fun and being excited for the learning