Assessment for Learning Essay Example Essay Example

Assessment for Learning Essay Example Paper Assessment for Learning Essay Introduction â€Å"Assessment for acquisition is the procedure of seeking and construing grounds for usage by scholars and their instructors to make up one’s mind where the scholars are in their acquisition. where they need to travel and how best to acquire there† . Assessment Reform Group. 2002 The instructor has ultimate duty for puting strategies of work for the category with clear aims ( Formative appraisal ) and composing terminal of term and terminal of twelvemonth studies pulling together the information gained through appraisal for larning. ( Summational Assessment ) The acquisition aims are delivered to the category by the instructor and it is the TA’s duty to be cognizant of: †¢ the acquisition aims. †¢ the individualized acquisition ends for single scholars. †¢ the success standard for the acquisition activities †¢ the appraisal chances and schemes relevant to their ain function in the acquisition activities While taking the kids through the str ategy of work the TA will back up the kids by discoursing their single aims this can besides be done with groups of kids who are working at the same degree with the same acquisition results. This is done to look into that the kids understand what is expected of them. This needs to be reviewed throughout the lesson. It is the TA’s occupation to gait the session to the acquisition manner and ability of the kids. At the terminal of the session the TA needs to give positive. factual feedback to the kids and the instructor. This will include your observations on how the students responded and the schemes that were utile. The treatment between the instructor and the TA will enable farther aims to be set for the following lesson. Both the instructor and the TA are to the full involved in the appraisal of learner’ accomplishment with the TA to the full back uping the instructor. 1. Assessment for Learning Essay Body Paragraphs 2 Summarise the difference between formative and summational appraisal. In 2004. at a conference of Assessors. Professor Paul Black pointed out â€Å"An appraisal activity can assist larning if it provides information to be used as feedback. by instructors. and by their pupils. in measuring themselves and each other. to modify the instruction and acquisition activities in which they are engaged. † Formative and Summative Assessment are the two chief signifiers of appraisal used by the instruction profession. Formative appraisal ( Assessment for Learning ) is the type of appraisal that takes topographic point twenty-four hours to twenty-four hours during lesson clip. It is the reviewing of advancement and apprehension of the student. against the learning aims set by the instructor. This can be done in a assortment of ways such as observation. unfastened inquiring of students. look intoing understanding and leting the kids to be involved in the reviewing procedure during and at the terminal of a lesson. It allows scholars to self-assess and self-evaluate their learning experience hopefully enabling them to go responsible scholars who understand what they have to better to let them to run into their ends. Formative Appraisal: †¢ occurs during the acquisition †¢ done with scholars †¢ processed focussed †¢ to better larning †¢ is personally referenced Summative Assessment ( Assessment of Learning ) is the drawing together of the larning results of trials at the terminal of a strategy of work. formative appraisal and professional opinions to supply an terminal of term study demoing what the students have achieved. it could besides take the signifier of a Key phase SATs. It is outcome focussed. occurs after the acquisition has been taught and is a manner of measurement and turn outing acquisition. Summational Appraisal: †¢ occurs after the acquisition †¢ done to scholars †¢ result focused †¢ to turn out acquisition à ¢â‚¬ ¢ externally referneced While the two signifiers of appraisal are wholly different the ensuing information from both types can be used to assist with puting larning aims. The two types of appraisal are non needfully to be used individually they should complement each other. as the usage of Afl can assist pupils execute better on summational appraisal undertakings and summational appraisal can reflect the impact of Afl. 1. 3 Explain the features of Assessment For Learning. Assessment for larning encourages the scholar to take duty for their ain acquisition and accomplishments. This is done by supplying them with the undermentioned information: Learning intentions A acquisition purpose is merely a description of what you want your students to cognize. understand or be able to make by the terminal of a lesson. It tells pupils what the focal point for acquisition is traveling to be. They can besides be call â€Å"Learning Objectives† . â€Å"Learning Goals† or† Learning Aims† Making certain that he pupils are cognizant of their learning purposes before the lesson begins in linguistic communication that the students will place with. focal points their attending to the acquisition and how to accomplish their purpose instead than the activity they are set abouting. This can assist maintain the student focused on undertaking for longer by increasing their motive. The students should be reminded of the acquisition purposes throughout the lesson. Success Criteria This shows the scholars what they need to accomplish to run into the ‘Learning Intentions’ Success Criteria: †¢ are linked to the learning purpose ; †¢ are specific to an activity ; †¢ are discussed and agreed with students prior to set abouting the activity ; †¢ provide a scaffold and focal point for students while engaged in the activity ; and †¢ are used as the footing for feedback and peer-/self-assessment. Formative feedback About the qua lity of their work and what they can make to do it better ; Giving pupils’ feedback and leting them to feedback to the instructor how they feel their acquisition went. . Ambergate school on a regular basis asked the kids how they think they have done by giving a â€Å"thumbs up† . â€Å"thumbs down† or â€Å"thumbs sideways† to bespeak how the kids feel about what they have been taught. Sometimes the kids will be asked what they know of the topic about to be taught and to tag themselves out of 10s in their books. At the terminal of the lesson they so give themselves another grade out of 10 and compare how they have fared. Effective Questioning To make a schoolroom clime where students come up with their ain thoughts. believe aloud and research their apprehension. Questioning should take the signifier of open-ended inquiries to promote the kids seting their ain thoughts frontward without being led by an grownup. The grownup can so inquire the children†™s equals what they think of another child’s thought to bring forth feedback. By and large in the lessons in Ambergate school the kids are reminded when working to inquire. who. what. when. why and how to guarantee they acquire sufficient feedback to enable them with the undertakings set. Peer and Self-Assessment and Evaluation. Peer and Self-Assessment enables scholars to recognize success in their ain and others’ work and to concentrate on how they are larning every bit good as what they are larning. Ambergate school on a regular basis asked the kids how they think they have done by giving a â€Å"thumbs up† . â€Å"thumbs down† or â€Å"thumbs sideways† to bespeak how the kids feel about what they have been taught. Sometimes the kids will be asked what they know of the topic about to be taught and to tag themselves out of 10s in their books. At the terminal of the lesson they so give themselves another grade out of 10 and compare how they have fared. To summarize Assessment for larning meets persons demands and maximises their full potency through continual monitoring. All staff are allowed to lend to future planning by feeding their findings back to the instructor. 1. 4 Explain the importance and benefit of appraisal for larning. Continuous assessment improves public presentation and behavior. allows students to work more independently and it besides improves motive and hazard pickings. By increasing two manner communications Assessment for Learning helps to beef up the instructor student dealingss. From the instructors point of position AFl improves be aftering and bringing of the lessons while making an chance to look into the quality of the lessons and amend activities to guarantee they run into the acquisition demands. For the kid it tells them where they are with their acquisition in each topic. gives them thoughts on how to foster accomplish to finally acquire success in the given end. Appraisal attacks need to ad vance scholar battle and guarantee appropriate support so that all scholars can accomplish their aspirational ends and maximize their possible. It has been proven that kids who do non experience portion of the scholar procedure rapidly lose involvement. Therefore. responses should be based on thoughtful inquiries. careful hearing and brooding responses and effectual feedback schemes. 1. 5 Explain how appraisal can lend to be aftering for future larning carried out by †¢ The Teacher Appraisal for Learning helps the instructor to do tenable opinions about pupil’s attainment while puting duty for pull offing larning on the kid. with the end of students being more actively involved with the acquisition procedure. As indicated above. the procedure involves explicating larning results to students. supplying them with feedback on their advancement and enabling them to develop their self-assessment accomplishments so that they are able to reflect on. and recognise. their ain acc omplishments. Knowing exactly what the student understands A ; so traveling them on leads to effectual acquisition. †¢ The Learners The procedure will maintain the student informed of ongoing procedure. giving them an penetration into how they learn and which countries they need to better to accomplish the aims set. This helps to increase their assurance. motive and independency and besides how to recognize when they need to inquire for aid. †¢ The Learning Support Practitioner. Assessment for larning will supply you with information of how each kid learns and the cognition they already have. which will assist in how you farther inquiry the student. This can be tailored to accommodate the person pupils gait and ability to larn. In a recent Maths lesson on Division techniques. on sporadically look intoing the children’s understanding it became clear that they knew how to split utilizing the Chunking Method but the replies that some of the kids were acquiring were wr ong. This caused the TA to look into their work and come to the decision that the children’s cognition in minus of 3 figure Numberss was allowing them down. On feeding back to the instructor she said she had noticed the same job with the group of kids that she was back uping. With this feedback. the TA and the Teacher implemented a refresher lesson on minus in the following Maths lesson to make full the spread in the children’s cognition and let the kids to travel frontward with their cognition and ultimate success with Division Techniques. Bibliography World Wide Web. instruction. gov. uk Assessment for Learning for KS1 and KS2 Northern Ireland Supporting Teaching and Learning L3 – Louise Burnham. 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A Raisin in the Sun Analysis Responses Essay

A Raisin in the Sun Analysis Responses Essay A Raisin in the Sun Analysis Responses Essay Ryan Pagois A Raisin in the Sun Literary Analysis Questions Question #1: Beneatha’s two suitors, Asagai and George, both contribute very opposing viewpoints of American life and propose entirely different things as Beneatha’s suitors. Asagai reflects on his African heritage with honor and hopes to save Beneatha from becoming an â€Å"assimilationist† in this American society and instead wants her to embrace her ancestral past, and even invites her to move back to Nigeria with him. He teases her with questions about her hair, asking her why she â€Å"mutilate[s] it every week† and refuses to wear it naturally (62). As he presents Beneatha with Nigerian robes, she begins to see her heritage as a beautiful and more majestic idea, and not so much as something to move past or forget about. She later takes Asagai’s words to heart and cuts her hair, which shows the amount of influence that he had on Beneatha’s views on both her past and her present. Along with this, Asaigai sees Beneatha as a very beautiful woman, and a valuable partner, and someone to stand by his side. He views the idea of education as invaluable, and necessary in order to fully understand the ways of the world. George, on the other hand, resents his connection to Africa and focuses more on the present and moving on into the future. He is quite rude and outspoken against Beneatha’s views on assimilationism and her African heritage. When she bri ngs up the subject, he mocks her with sarcastic comments toward the â€Å"great Ashanti empiresÍ ¾ the great Songhay civilizationsÍ ¾ and the great sculpture of B à © nin† and the â€Å"poetry of the Bantu† (81). Along with being a total assimilationist, George views women as someone to support a man and obey him rather than be his partner. He holds education in a high regard, yet he believes more in money than in knowledge. These beliefs enrage Beneatha, and in the end, she rejects George, calling him a â€Å"fool† and resenting both him and his beliefs. Question #2: When Mr. Linder appears at the Youngers’ home, he is initially able to disguise his intentions and hide his racist and offensive proposal to make his idea of having a neighborhood â€Å"a certain kind of way† seem much more reasonable. At first, Mr. Linder pleases the Younger family with his seemingly kind intentions as he talks about how people misunderstand each other much too often and it is simply because â€Å"people just don’t sit down and talk to each other† (116). This peaks the interest of the Youngers as they continue to listen intently to Mr. Linder’s presentation. Soon, however, the Younger family sees through Linder’s careful word choice and come to realize the true purpose of his visit. Linder begins to speak of the people of Clybourne Park having a â€Å"common background† and wanting their neighborhood a specific way. Linder then lets his true intentions shine through as he tells the Younger family that the citizens of Clybourne Park, â€Å"rightly or wrongly†, believe that â€Å"Negro families are happier when they live in their own communities† (118). The Youngers react defensively by expelling him from their home. Despite the negative atmosphere around Linder’s visit, it results in the furthered and strengthened desire to defy society’s expectations and carry out their plan to move into their house in Clybourne Park, and it also helped bring the family closer together as they continue to bond over their experiences as they have been throughout the play. As for Linder and his desire for a perfect neighborhood, his intentions are not completely astray. The inhabitants of a neighborhood have the right to control aspects of their community to an extent. The line is drawn, however, at the point where a person’s way of life is threatened or challenged. Physical features of the neighborhood can be altered, but the inhab itants themselves should not feel pressured into changing their lifestyle to match that of the neighborhood. Question #3:

Online community management Research Paper Example | Topics and Well Written Essays - 250 words

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