I will befocusing on a pupil who is in Secondary education. Child A is a 15 years oldpupil, who is currently in year 10, she is currently attending a Mainstream Secondaryschool. The school that Child A attends is outside of London, the class hasapproximately 26 children, one teacher and one teacher in training. Child A isin a mixed ability class, the child also being mixed ability.
Child A has nodisabilities or learning difficulties, and can speak English fluently, as thechild was born and brought up in England. For the first two assessment examples, thesubject I will be focusing on is English. The third assessment example, I willbe looking at a piece of work from Religious Studies.
Assessment, accordingto Black and Wiliam, in their article, ‘Inside the Black Box’, are activities thatteachers take on to assess pupils, and also by pupils, when they are assessingthemselves. Information is provided that can be used as feedback to alter andmodify the learning activities and teaching that teachers as well as studentsare engaged in. for example, assessments become ‘formative assessment’ when thecritiquing of work is essentially used to adapt the teaching and work to meetthe needs of the pupils. (Black, P.
and Wiliam, D., 1998)Formativeassessment touches on a vast range of methods that teachers use when they areconducting evaluations of pupils learning needs, comprehension and academicprocess whilst they are in a subject-specific class. Formative assessmentsassist the teacher to recognise concepts that pupils may struggle to comprehendcertain skills they might be having difficulty with attaining, or learningobjectives they may not have yet achieved.
Therefore, adjustments are made tolesson plans, instructional techniques as well as teaching resources. (The Glossary of EducationReform, 2014)Formative Assessment isthe way teachers evaluate and give a detailed response to what the pupil hasdone correctly and what may need improvements. From formatively assessing thework of pupils, teachers can see what they may need to modify or alter in theirlesson plans. Formative Assessment is seen as an essential part of the teachingand learning process. SummativeAssessment, in contrast to Formative Assessment is the evaluation of pupillearning, academic achievement, and whether pupils have acquired a set amountof skills. These are graded once a project, assessment, course, semester orschool year have ended. One example of Summative Assessments is the use of assignmentsand tests. These will be used to analyse and determine that pupils have learnedwhat they were required to, by achieving a respectable grade or percentage.
Summative does not mean the design of the test or assessment, but rather to seewhether pupils have gained knowledge on what they have been taught. (The Glossary of EducationReform, 2013)SummativeAssessments are also given at the end of an education period, to evaluate anddetermine the learning progress and achievement, to evaluate whethereducational programs are effective, to measure progress toward improvementgoals, or to make decisions about whether courses or lessons have goneaccording to set requirements and according to curriculum. (The Glossary of EducationReform, 2013)SummativeAssessments, when evaluated, results are recorded as grades, percentages andscores that are stored into a pupil’s permanent academic record. Examples ofthese types of summative Assessments are GCSE Results, A level Grades, coursesthat are undertaken in College or University degrees. This is all a part of thegrading system. (The Glossary of Education Reform, 2013)In the first example, the teacher is using dialogue tocritique Child A’s work.
The teacher has formatively assessed