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The contribution assessment makes towards pupils learning There are different types of assessments that can be carried out in different ways and for different purposes.

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Introduction

QTS Assignment 1 The contribution assessment makes towards pupils' learning There are different types of assessments that can be carried out in different ways and for different purposes. They are accountability, formative and summative assessment. All of which will be discussed and analysed for their individual contribution towards a pupils' learning and how one type of assessment may be used for more than one purpose. Also the pressures and implications of assessment faced by teachers will be considered. When pupils transfer to another teacher so does the responsibility of their learning, it is therefore crucial for the new teacher to receive some information about the pupils before teaching them. Information needed by the teacher will depend on the current scheme of work and whether there is close continuity, if so then formative information about recent progress and immediate needs that the old teacher would have needed is also needed by the new (Black 1998: 27). The teacher may be moving onto work which involves a fresh start therefore the need for formative information is reduced, however the need for, 'An overview of the pupil's earlier achievements which might help predict capacity to profit from the new learning programme' (Black 1998: 27) ...read more.

Middle

The combination of goal-setting and feedback had been compared with either alone, that, despite the difficulties of isolating the two effects and a variety of methodological flaws, the results were 'remarkably consistent ... neither is really effective without the other (Locke and Latham 1990: 197). There has also been a significant amount of research trying to find which type of feedback is the best for improving performance Wiliam (1999: 10) states that, 'If you are going to mark a piece of work, you are wasting your time writing carful diagnostic comments'. This is because pupils tend to be blinded by the grade they receive and do not recall the comment for improvement, which is the more effective form of feedback for further learning. Evidence of this is provided by Ruth Butler (1987) in a study showing that giving marks or grades, or otherwise focusing on judgment or competition, as part of feedback can actually inhibit the learner's attention to any substantive advice on improvement. Therefore feedback to the pupils can promote further learning for the pupils, if it is used effective and relates performance to goals, make people focus on the task, not themselves, nor compare them with others, compare their performance with their own past performance, be seen as informative, but not controlling and make people feel confident, but not complacent (Coe 1998: 43-66). ...read more.

Conclusion

It has come about because of the pressure put on teachers by the publication of league tables' (Strauss 2004). This argues the negative views of publishing league tables as it puts more pressure on pupils achieving five GCSEs grade A*-C including Mathematics and English. To raise results teachers can feel compelled to teach to the test, to get the best possible results as they rely on instant recall of methods and not mathematical understanding. This is not the best solution for the pupils as previously mentioned; more focus would be given to other subjects and prevent further development in mathematics. Taking all different methods and purposes of assessment into account overall I believe assessment does make a positive contribution towards a pupils learning when used appropriately. However there barriers caused by assessment which do hinder pupils learning. There are many occasions still in schools today where the affect of assessment in the classroom has developed a 'teaching to the test' culture, driven by league tables and statistics. Assessment is never going to go away as it will always be used to acknowledge learning has taken place and to certify performance, therefore it is important for teachers to maximise the advantages assessment brings to the classroom. Each class will be different so it is vital that the teacher understands the different approaches to assessment that can be taken in order to assess that class in the most efficient way. ...read more.

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