ET /F12 1 Tf (statutory requirements. (vie)Tj (atio)Tj 0.43677 0 TD Learning is generally assessed in increments over time to evaluate the efficacy of the teaching methods used. ET BT [(c)-5(hanges in the sy)-10(stem ar)10(e being made. )-134(T)90(r)-4(aining should also focus)]TJ (carried out in primary schools in England)Tj (. ET -0.0254 Tw 323.65 329.563 l Whilst working closely with the teacher, they are also able to provide feedback to pupils and this can dramatically improve the pace of learning. [(lif)-5(e.)-144(The natur)9(e of c)-20(lassr)6(oo)5(m assessment is)]TJ /F3 1 Tf 0 Tc [(r)10(ele)-10(vant infor)-5(matio)5(n.)-189(S)-15(imilar)-20(l)-12(y)85(,)-188(the cost of)]TJ 9.5 0 0 9.5 28.3464 249.2721 Tm [(Educ)-10(atio)5(nal P)19(r)6(ogr)10(ess \(N)30(AE)24(P\) in the United S)-15(tates,)]TJ 0 -1.26316 TD 114.957 497.067 m (assessment,)' [(ob)-5(viate the need for centr)-5(al col)-5(lectio)4(n of)]TJ -0.0101 Tc 9 0 0 9 204.6791 576.9754 Tm 0.43677 0 TD 7 0 0 7 221.4897 445.3715 Tm )]TJ [(r)10(esear)9(c)-4(h/pr)5(ojectinfor)-5(matio)5(n.cfm?pr)6(ojectId=14390&t)]TJ [(iculum and teac)-5(hing methods and)]TJ 10 0 0 10 40.9544 374.2721 Tm Tj S 12 0 0 12 31.1812 538.2452 Tm T* /F10 1 Tf T* )-144(The)]TJ S )-189(As a)]TJ [(fr)5(o)6(m individual pupils. -0.028 Tw T* 5.6 0 0 5.6 343.9091 504.7993 Tm BT ET (vant aspects of)Tj 8 0 0 8 37.1105 54.6548 Tm 0.45972 0.00001 TD 9.5 0 0 9.5 231.2897 235.0215 Tm 0.27795 0 Td 294.903 65.197 l (schoolwork provides. )' (raining in the interpretation and use of)Tj /F11 1 Tf 0 Tc 0 -1.31579 TD [(2. /CS0 CS 1 SCN S -0.0001 Tc (S)Tj ( )Tj /GS0 gs -0.025 Tw -0.0001 Tc [(The appr)6(oac)-5(h in England is to col)-5(lect r)9(esults)]TJ 0 0.276 419 595 re (commenting on their own work.)' (pr)Tj -1.28185 -1.31579 TD 0.27802 0 Td (Mr Martin Montgomery)Tj -0.025 Tw 2.45996 0 TD (ac)Tj [(ther)10(eby r)9(educing the o)10(v)-4(er)-5(al)-6(l test bur)5(den)]TJ ET (pupils.)' (and encour)Tj -7.25436 -1.31579 TD ( )Tj S )-189(Her)10(e the focus is o)4(n assessment)]TJ Q W n 7.5 0 0 7.5 227.6023 73.7375 Tm 0 0.276 419 595 re BT 0 J 0 j 0.4 i 10 M []0 d 1 w 115.17 497.082 m 10 0 0 10 212.9572 93.9285 Tm 0 J 0 j 0.4 i 10 M []0 d 1 w 0 Tc -1.28179 -1.31579 TD /GS0 gs 330.608 497.067 m ( )Tj 0.83374 0.00001 TD 0 -1.31579 TD -0.0254 Tw )]TJ [(pr)6(oblematic,)-189(and is cer)-13(tainl)-12(y no panacea,)-189(but)]TJ ET -0.023 Tw [(valid and r)10(eliable accounts of pupils\325)]TJ /F3 1 Tf 0.27795 0 Td 0 Tc T* [(meaning)-10(ful;)-199(tr)10(ends o)9(v)-4(er lo)5(nger per)-10(iods)]TJ BT /F12 1 Tf (The value of sy)Tj T* 378.635 497.082 m 7.5 0 0 7.5 244.2802 45.7879 Tm (cons)' [(inter)-15(pr)9(etatio)5(n of e)-10(vidence)8(,)-179(suc)-5(h cr)-10(iter)-10(ia)]TJ 2.42968 0 TD -0.025 Tw S 4.97826 0 TD W n S /F10 1 Tf -0.63835 -1.26316 TD (ac)Tj [(S)-15(ee r)10(epor)-13(t of seminars 2 and 3 and summar)-35(y of the)]TJ (ter timesc)Tj T* BT 0.23004 0 Td [(Curr)-10(iculum and )45(T)95(eac)-5(her Assessment Manager)59(,)-188(A)42(C)20(C)30(A)42(C )]TJ (pose. -0.0001 Tc The profile will keep parents informed about the progress and achievement of their children and will also inform crucial decisions such as transition to post-primary schools and choices at Key Stage 3. -0.0002 Tc 805.039 569.0811 l BT BT -0.02 Tw [(ange of r)10(ele)-10(vant activities. -11.09473 -1.21055 TD Assessment, teaching, and learning are inextricably linked as each informs the others. 122.184 497.067 m 0 0.276 419 595 re (nsequences for lear)Tj BT 211.776 65.197 l [(S)-15(ummar)-10(ised in )15(W)80(or)6(king P)31(aper 2 \(ASF)100(,)-189(2004\) o)5(n)]TJ S (ther)Tj 0 Tc BT 7.5 0 0 7.5 227.6905 64.4703 Tm 0 -1.125 TD 0 -1.31579 TD -0.05119 -1.26316 TD [(hools minister for England,)-189(S)-15(tep)5(hen)]TJ S [(ole that assessment by teac)-5(hers c)-10(an take in summativ)-4(e assessment was the)]TJ (pur)' T)74(eachers\325 assessment can provide)]TJ -0.0002 Tc -13.65444 -1.20002 TD -2.31877 -1.26317 TD (Implic)Tj [(cr)-10(iter)-10(ia? /F4 1 Tf BT 4.31779 0 TD (assessment)Tj [(c)-10(an do at cer)-13(tain times in or)5(der to r)10(epor)-14(t)]TJ 3.08667 0 TD ET [(summativ)-4(e assessment is sho)12(wn in polic)-15(y)]TJ [(Evaluate sc)-5(hools and encour)-5(age self-)]TJ S (began to adopt summative criteria in)' [(F)56(or example:)]TJ -11.16563 -1.2 TD -0.0001 Tc (mance but hav)Tj -0.0001 Tc -1.07237 -1.95591 TD (ning g)Tj 0 Tc 1 0 0 1 -1000 1595.2761 Tm BT -15.83056 -1.26318 TD )]TJ 5.31616 0 TD 0.23004 0 Td )Tj [(available o)5(n the AR)14(G website. S )Tj S [(var)-35(y co)4(nsider)-5(abl)-12(y)85(. [(judgment,)-189(the mor)10(e str)-10(ingent the qualit)-15(y)]TJ /F16 1 Tf /F3 1 Tf 0 -1.31579 TD 1.31372 0 TD 0.23004 0 Td 1.36205 0 TD BT 0 0.276 419 595 re 0 Tc Q -0.0001 Tc 9.5 0 0 9.5 111.0808 436.7721 Tm -0.0002 Tc [(users c)-10(an hav)-4(e co)5(nfidence that the r)9(esults)]TJ BT 308.195 147.418 m [(time)8(,)-189(exper)-13(tise and)]TJ 3.29541 0 TD S T* 0 Tc -0.0254 Tw 280.704 329.563 l 0 Tw (2)Tj 0 Tc -0.025 Tw 1.18628 0 TD -0.0002 Tc -0.0001 Tc Assessment for learning is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies. 1 0.87 0.008 RG 0.27795 0 Td 117.58 147.418 m 0 J 0 j 0.4 i 10 M []0 d 1 w )]TJ -0.0003 Tc -6.71094 -1.3158 TD (tasks ex)' T* -1.02119 -2.94989 TD 0 -2.63158 TD ET 0.30597 0 Td 295.159 497.082 m W n It emphasises the child’s active role in his/her own learning, in that the teacher and child agree what the outcomes of the learning should be and the criteria for judging to what extent the outcomes have been achieved. ET [(war)5(d this tr)9(end to)12(war)5(ds teac)-5(hers having)]TJ We have seen how improvements in preparation and teaching can result from assessments that examine how teachers actually plan, teach, and respond to student learning. (lear)' 0.20001 0 Td )]TJ (N)' S 0.58716 0 TD 0.27795 0 Td -25.30326 -1.4 TD S [(polic)-5(y-make)-5(rs)]TJ /F16 1 Tf -0.0254 Tw [(y to boost r)10(esults it ma)4(y not help)]TJ 0.25391 0 Td 1 g )]TJ )]TJ 0 -1.66667 TD (hers\325)Tj Assessment, teaching, and learning are inextricably linked as each informs the others. 303.376 329.563 l BT [(pr)6(o)10(viding a poor model of assessment to)]TJ -0.05118 -1.26315 TD ET ET [(al)-5(l)-12(y by the c)-5(hildr)9(en)4060(s teac)-5(hers\325)]TJ [(af)18(fect the ways in which pupils are taught. -11.15015 -1.31579 TD ET The types of assessment tasks that we ask our students to do determine how students will approach the learning task and what study behaviours they will use. -0.0001 Tc T* S T* /GS2 gs [(pass tests e)-10(v)-4(en when the)-5(y do not hav)-4(e the)]TJ 142.225 497.082 m BT /F2 1 Tf BT 0 -1.31579 TD 0 Tw 0 -1.31579 TD 71.609 497.067 m ( )Tj 0 Tc 0 Tc -0.0001 Tc 7.26758 0.00001 TD 0.35083 0 TD [(polic)-15(y and pr)-5(actice decisio)5(ns,)-189(not to make)]TJ -0.025 Tw )Tj -0.0254 Tw ( )Tj (weeks per year by using classroom work rather)Tj Q -0.0254 Tw [(the r)10(esults ar)9(e unlikel)-12(y to r)10(eflect the ful)-5(l)]TJ -0.0003 Tc 1 g -0.0001 Tc S (ance that enhances)Tj BT -0.0002 Tc 297.563 147.418 m [(for r)10(epor)-14(ting pur)-15(poses and ho)12(w)]TJ (w successful)Tj (national assessment system. BT [(In)5(vol)-12(v)-4(e pupils in self-assessment of o)5(n-)]TJ ( )Tj 346.327 65.213 l BT -0.0001 Tc -0.025 Tw [(the assessment m)10(ust co)9(v)-3(er al)-6(l)]TJ )Tj /F12 1 Tf )-144(The value of suc)-5(h a str)-5(ateg)-30(y)]TJ /F11 1 Tf -0.0278 Tw [(r)10(e)-10(v)-3(ealed by r)9(esear)10(c)-5(h.)]TJ 8.81275 0 TD 2.27344 0 TD 0 Tc (defined as )' BT 376.012 65.197 l (e)Tj /F4 1 Tf 5.25 0 0 5.25 35.8725 65.7195 Tm (w)Tj -0.021 Tw [(v)-4(e)-4(y)-10(s co)10(v)-4(er)-10(ing a)]TJ (Bureaucratic moderation procedures for quality)Tj 1 g S (teac)Tj 7.5 0 0 7.5 231.959 72.7879 Tm 0 -1.31578 TD 0 -1.125 TD -0.0002 Tc -0.0278 Tw H. Tillema, in International Encyclopedia of Education (Third Edition), 2010. 3.95557 0 TD 7.5 0 0 7.5 229.0837 37.7375 Tm -0.0003 Tc 385.863 65.213 l S -0.0002 Tc 219.217 329.563 l 0 Tc )]TJ S Tj -1000 1595.27612 TD 0 -1.31579 TD Tj Teaching can be defined as engagement with learners to enable their understanding and application of knowledge, concepts and processes. [(\(S)-15(eptember 2004\) and)]TJ 16 0 0 16 221.1022 231.0215 Tm 9.5 0 0 9.5 34.0157 436.7721 Tm 5.25 0 0 5.25 221.1023 58.2125 Tm S )Tj [(pupil has r)10(eac)-6(hed. -0.025 Tw 18.53942 0 TD /F12 1 Tf /F1 1 Tf )]TJ [(valuate teac)-5(hers and sc)-5(hools:)]TJ BT (y)' Assessing what a student knows is not as simple as it might sound. T* [(Replace natio)5(nal testing)9(,)-188(wher)9(e it exists,)]TJ 0 -1.2 TD [(ough whic)-5(h)]TJ 0.25391 0 Td 0 -1.26315 TD 7.97997 0 TD ET (steady)Tj -386.254 569.0811 m [(summat)-5(iv)-4(e pur)-15(p)-5(oses:)-159(pr)4(os and)]TJ Tj [(judgments and other qualit)-15(y assur)-5(ance)]TJ ( )Tj /F4 1 Tf -0.0101 Tc 4.93115 0 TD 0 -1.31579 TD -0.025 Tw 1 g 0 -1.31579 TD -0.0002 Tc ET -0.0002 Tc ET /GS2 gs (abilit)' ET -5.61621 -2.63159 TD -5.52649 -2.47359 TD [(G)-10(uidance o)5(n the Inspectio)5(n of S)-15(eco)4(ndar)-35(y Sc)-5(hools)]TJ -0.025 Tw 0 Tw 0 Tr [(col)-5(labor)-5(atio)4(n benefits teac)-5(hing and)]TJ 0 Tc 0.6936 0 TD [(by whic)10(h t)14(ea)-5(c)10(he)-5(rs g)18(athe)-5(r e)-5(vidence in a planned)]TJ -0.025 Tw 292.494 65.197 l [(mor)10(e than a qualit)-16(y assur)-5(ance functio)5(n.)]TJ T* 360.782 497.082 m q -0.0001 Tc /F12 1 Tf 7 0 0 7 65.1245 511.7721 Tm 348.48 65.197 l BT 0 Tc -0.0003 Tc 308.195 65.213 l S S 0 Tc 30.054 391.655 m 1 0.87 0.008 RG )-179(S)-15(uc)-5(h)]TJ -0.0001 Tc 345.063 497.067 m 0 Tc 9.15453 0.00001 TD [(that this c)-10(an r)10(esult in pupils being taught to)]TJ S 0.23004 0 Td (Responsibility for summative assessment can)Tj ET 365.6 65.213 l -0.025 Tw ET [(ning \(and r)10(educe the)]TJ 2.04004 0 TD [(we m)10(ust loo)4(k cr)-10(itic)-10(al)-5(l)-12(y at what is)]TJ f (ted by e)Tj 0 Tc )-144(The impact of e)-10(valuatio)5(n at)]TJ 0.25391 0 Td ET 0.25397 0 Td 376.226 65.213 l 5) This definition captures the essential task of student assessment in the teaching and learning process. -0.0002 Tc S W n [(U)10(se tests o)5(nl)-12(y when most appr)5(opr)-10(iate)8(,)-189(not)]TJ /GS2 gs [(S)-15(y)-9(stems of sc)-5(hool accountabilit)-15(y should)]TJ 390.681 65.213 l 1.01855 0.00001 TD 0 Tc BT ( )Tj [(Q)-20(ueen)4060(s Univ)-4(ersit)-15(y)85(,)-189(Belfast)]TJ -0.0254 Tw [(Univ)-4(ersit)-15(y of Br)-10(istol,)-189(ASF pr)6(oject dir)9(ector)]TJ 1.29443 0 TD Whilst working closely with the teacher, they are also able to provide feedback to pupils and this can dramatically improve the pace of learning. (Further copies can be obtained fr)Tj (Assessment De)Tj /F4 1 Tf 0 Tc -0.0254 Tw 2.75048 0.00001 TD -0.028 Tw 216.594 497.067 m ET ( )Tj -0.0001 Tc )]TJ S 2.69238 0 TD