Monitoring progress 3
- 1. Module 2: Monitoring Learner Progress SESSION 3: THEORIES AND PRINCIPLES
- 2. Lesson Timings 9.30-12.30 Module 2 Monitoring Learner Progress (Break at 10.45) 1.30-3.30 Module 7 Reflective Practice & Preparing for observations 3.30 Tutorials
- 3. Recap previous learning BINGO Find your bingo card at: http://mfbc.us/m/qgu3bb Select new card When I call out the questions look for the answer on your bingo card and cross it off. The first person to get all answers crossed off shouts bingo!
- 4. Objectives for today 1. Apply the principles of assessment to a selection of examples 2. Summarise the arguments around assessment from two theorists 3. Apply principles & theories of assessment to your own practice
- 5. Read the 3 short sections Can you highlight the key principles of assessment discussed?
- 6. Principles applied Using the principles of assessment cards as an aid see if you can apply them to the examples. Identify whether each assessment method is high in some principles but low in others.
- 7. Consider your own practice Using a flash card provide an example of an assessment method Which principles of assessment can be applied?
- 8. Inside the Black Box (25mins) Move into seminar groups, select one member to manage the discussion and ensure you keep on topic and stick to timings. Choose one member to be group spokesperson 1) Use the question sheet to discuss and summarise the research findings To be presented: 2) What are the significance debates presented in this research? 3) This research was published in 2001, are these findings still relevant today?
- 9. Michael Gove’s legacy These are the first fruits of the greater rigour that Mr Gove set out to achieve on taking office in 2010 Two students seem happy with their GCSE results at Stoke Newington school in north London By Telegraph View 6:01AM BST 22 Aug 2014 Michael Gove may no longer be in charge of England’s schools but the GCSE results published yesterday were very much his legacy. They showed that the proportion of teenagers achieving A*-C grades at GCSE has risen for the first time in three years, with just over two thirds passing this hurdle. This was despite a tougher exam regime that prioritises linear tests rather than modules and coursework.
- 10. Has their been progress with assessment since 2001 Consider formative assessment tasks that you have observed during in your shadowing/teaching Can you see an impact on learners?
- 11. Phil Race: Deep, Surface & Strategic learning On your own read the article and highlight what you feel are the key points made 1. Summarise your understanding of the above terms 2. Can you identify with any of the following learners ‘Cue seeking, Cue conscious and Cue oblivious’ 1. Consider the courses you are involved in, do assessments encourage deep, surface or strategic learning?
- 12. Objectives for today 1. Apply the principles of assessment to a selection of examples 2. Summarise the arguments around assessment from two theorists 3. Apply principles & theories of assessment to your own practice