Introduction Roots. The test will be conducted

Introduction

     Assessment for Learning (Formative
assessment) is a process where teachers use information that they have gathered
of pupils through assessment, so that they are better able to adjust the
teaching strategies to enable the pupils to adjust their own learning. By
applying this process it helps to plan for the next phase of teaching and
learning for the teacher and the pupils. Formative assessment can have a
positive impact if used correctly. (Black and William 1998). Peer and Self -assessment
has been used increasingly as an important component of formative assessment
(Black and William 2009). This form of assessment helps pupils to reflect on
their own understand as well build on prior knowledge and help with other
aspects of learning such as communication skills and self assessment skills
(Falchikov N. 2005).

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In this assignment I will be looking at the theory on Peer and self-
assessment as a formative assessment tool to see how it affects the pupils
learning as well as how it can improve and aid my future teaching skills. The
test will be carried out in the maths department with pupils in year 8. The
pupils are in a class regarded as having low ability. The pupils will be taught
Square, Square roots, Cubes and Cube Roots. The test will be conducted over 3
lessons. In the first lesson will be on Squared numbers and squared roots, the
second will be on cube and cubed roots and finally the third lesson will on
everything that they have learnt over the 2 previous lesson. The 3 lessons will
be conducted over a two-week period.  The
topics will a challenge for the vast majority of the pupils as they are of low
ability.

 

Assessment
for learning

Assessment for
learning (Formative assessment) can be described as a process, where the
teachers use information that have been collected through assessments, so to
adjust the teaching strategies to enable the pupils to adjust their own
learning. By using this it helps the next process in teaching and learning.
Formative assessments can have a positive impact on student learning if used
correctly (Black and William 1998). There are various forms of formative
assessments that can be used to help and guides pupils learning, but
increasingly there is a view that peer and self-assessment being as an
important component of formative assessment (Black and William 2009).

      The use of
peer and self- assessment helps pupils to reflect on their own understanding as
well as build on prior knowledge that they may have by reinforcing those ideas
by alleviating any misunderstandings. Peer assessment can also bring a variety
of different benefits to pupils such as communication skills and self
-assessment skills (Falchikov, N. 2005).  

      Peer and self
-assessment are both regarded as student led assessment processes, which are
designed to enable pupils to understand and make adjustment to their work, so
making them more independent in there learning. This is a big difference from
teacher led practices where they are the recipients of feedback and not the
provider. With peer and self- assessment the pupils take on the teacher’s role
as assessor, which gives them more ownership of their own work, which can help
with the learning process and hence creating more quality work in the future
(Harris and Brown 2013).

 Self -assessment
involves pupil comparing their own performance to a personal goal so that they
can adjust and improve to meet that desired target. Self -assessment is very
closely related to self- regulation. Self -regulation is about an individual’s
ability to set their own goals and to adapt strategies to meet those goals. It
also involves monitoring those progresses to the desired goals (Boekaerts and
Corno 2005).

  There are three
main parts to self -assessment. They are (i) The pupils to be able to
accurately conceive the desired performance. (ii) The pupils to be able to
accurately conceive their own actual performance and finally (iii) The pupils to
be able to act upon closing the gap between the desired and actual performance.
They are also referred to as goal awareness, performance awareness and gap
closure. They also give light to areas were peer assessment can help pupils
develop self- assessment skills. (Sadler 1989).

The first part, which is goal awareness,
is about what the pupil is trying to achieve. It is argued that one of the most
effective ways to improve ones goal awareness is by direct assessment experience,
were the pupils analyse other pupils work. This is because the work that they
mark is not there own, so they are better able to see it from a different
prospective. By doing this it also gives them access to a variety of different
working examples from peers that can help with the learning process (Sadler
1989). The process of peer marking is often scaffolded by classroom discussion
and feedback on pupils peer assessment (Topping 2009). 

The second part, which is self-awareness,
is about pupil’s ability in judging the quality of his or her own work. This
can be very difficult as it is their own work, they are too close to the work
hence can find it difficult to assess the work. The pupils find it difficult to
distance him or herself from the objective of the task at hand.  The pupils tend to generally do a bad job
assessing there own understanding, as they overestimate their own abilities
giving an inaccurate judgment.  This can
be overcome by peer assessment, as this requires the pupils to explain their
own reasoning as well of others helping to promote self-awareness (Black P.,
Harrison and Lee 2003).

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