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Since I completed my personal philosophy for assessment 1, my thinking of

assessment has changed immensely. I have gained a better understanding of the

use of assessment within a classroom environment and the practices that will greatly
increase student involvement as well as assisting with their future learning. I have
now also recognised the importance of evaluating, recording, providing feedback and
reporting the assessment to students and their parents. I also have gained a great
understanding of how assessment is used to not only assist students in their
learning, but also for self-assessment purposes to be able to alter lessons to ensure
the students are getting the most out of each lesson.
There are three types of assessment; summative, formative and diagnostic. In my
future classroom I will use all three types to enhance student learning and ensure
that I provide timely and appropriate feedback to promote student learning. I will use
the diagnostic strategy at the beginning of each unit/topic where I will be able to gain
an understanding of what the students know about the unit/topic already. I will use
formative assessment on a daily basis through the use of general observations (body
language and participation) which I will record using anecdotal notes, exit slips
where they will be asked to answer a question before they leave the class, running
records during shared reading and through general conversations. I will ask the
students a question individually and I will see if they have any misconceptions in
their explanation. All formative assessment will be recorded on either an anecdotal
notes template or a general record sheet. It is important to record all findings to
assist with future lessons and activities. Feedback will be given as informal verbal
feedback so the students are able to use the information provided to enhance their
own future learning. I will use summative assessment where the focus is on the
outcome of the programme. I will incorporate engaging activities so students do not
become overwhelmed with the process. A rubric will be presented to the students so
they understand what is expected of them throughout the task. This will be a formal
process where written and verbal feedback will be given to each student on the
completion of the task. Written feedback will be in the form of either a portfolio or
interim report where they will be able to show their parents and verbal feedback will
be given to assist students in their future learning.
Evaluation is the process of analysing, reflecting upon and summarising assessment
information. I will observe evidence of the learning at different times, in different ways
and in different contexts. Tools such as planned observations (formal) and unplanned
observations (informal), artefacts (work samples) and student self-evaluation are
used within a classroom environment to evaluate a students progress. I will ensure
that I communicate each childs results with their parents through the use of interim
reports and portfolios as well as through the use of parent-teacher interviews.
Parent-teacher interviews allows both parties to talk about the students needs and if
their needs are being met. With all feedback to parents and students, it is important
to maintain timely, appropriate and constructive feedback to ensure both the
students and parents benefit from the information.