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Task 4: Documenting the function and general orientation (e.g.

formative,
summative) of the assessment tools applied in the setting.

Objectives:
For student teachers to:
Continue to develop positive working relationships in the classroom with both the
teacher and the children by acting as a TA within the classroom under the
direction of the MST.
Contribute to the management of the daily class schedule.
Discuss with your MST your planning for today (See Table 6 for an example
planning template and Appendix 1 for a completed example) and any resource
needs. Identify who will monitor each group during activities.
Implement and evaluate one input session with clear learning outcomes linked
to the prevailing curriculum supported by four activities differentiated to three
ability levels. Document evidence of learning with clear reference to the learning
outcomes detailed in your lesson planning.
Implement the planning, implementation, assessment cycle. Discuss the
success of the input session and the differentiated activities in terms of the
achievement of learning outcomes by the children. Modify your planning for next
week in the light of this discussion. Document this in your Journal and rewrite
your lesson plan accordingly.
Discuss aspects of your own performance with specific reference to your own
personal targets and the teaching practice competences with your MST. Reframe
your personal targets in the light of this discussion. Document this in your Journal
and rewrite your lesson plan accordingly.
Meet with the Foundation Stage coordinator or class teacher as appropriate to
determine the function and general orientation (e.g. formative, summative) of the
assessment tools applied in the setting. Devise questions to identify how
assessments are implemented and communicated to relevant parties and
document her answers. See Fig (i) for example questions.
Continue to develop a class list and write something positive about each child
that will help you to remember them. Talk to the child to get an idea about who
they are; their likes, dislikes etc. (Table 4)
Be prepared! Have at least two familiar stories to read and a number of songs,
circle time activities ready in case you need them. Take the initiative!

Procedure:
You will need:
the ECE MST Guidelines
the Teaching Practice Tasks booklet for Practicum 3b
Your lesson plan for today, draft plan for next week and associated resources
Table 4: Class List
Table 6: Daily Planning Sheet
A list of questions to determine the function and general orientation (e.g.
formative, summative) of the assessment tools applied in the setting and how
and when they are implemented and communicated to relevant parties. See
Fig (i).
a digital camera
TP Journal Guidelines
UK EYFS Stage Curriculum Guidance document
UK EYFS Stage Profile

Before implementing these tasks:

Discuss each of these tasks with your MST. (Ask for permission to take
photographs.)

Whilst implementing the Tasks:

Make notes about any areas of interest or issues you would like to discuss with
your MCT and/or MST.
Photograph any other interesting displays, activities, resources for your portfolio.
Locate and identify classroom and/or shared resources that are specific to a
particular curriculum area e.g. mathematics, science, art and craft.

After completion of the tasks:

1. Clearly label and store all school planning, documentation and artifacts in your TP
portfolio.

2. In conjunction with your peers, review your ideas / draft plans for the next input
session and the type and range of activities you will devise to support them.

3. Continue to expand Table 4: Class List.

4. Submit Table 6 Planning Sheet with:

personal comments on the implementation of the plan and the


achievement of learning outcomes and recommendations for the next
lesson
comments made by the MST, MCT or TA on your teaching performance
and any recommendations they make
and critical reflection on the achievement of personal targets with
suggestions for future action.

5. In conjunction with your peers, use the information obtained during your interview
with the Foundation Stage coordinator and/or class teacher documented in Fig (i)
for a Coursework assessment.

6. Submit your TP Journal and responses. Refer to your own personal targets and
the TP competencies and note which of these you have addressed today and
which you feel you still need to work on.

Implementing integrated skills activities


Fig (i)
Example questions for the Foundation Stage coordinator or the manager of the
preschool setting to determine the function and general orientation (e.g. formative,
summative) of the assessment tools applied in the setting.

1. What types of assessment (e.g. formative, summative) are used in the


foundation stage and in which areas of learning do these assessments take
place?

In my classroom, the teacher applied two types of assessment formative and


summative assessment. First, the teacher uses one types of summative
assessment and its performance assessment. So, she has a checklist and for
each student and she assess them and each month she sends a paper for
parents to let them know about their child level. In addition, my teacher uses one
types of formative assessment and its happy sad face.

2. How are assessments made e.g. via observations of children engaged in


everyday activities initiated by the child or on teacher-initiated tasks/tests?

The summative assessment the teacher does it individually for 3 students daily.
She observes them and monitor them for one day and assess them for
performance assessment. But for a test of the subject such as math, science,
English, she tests each one individually.

3. When are assessments scheduled e.g. continuously or at specific points in


the academic year?

The assessment applied at the end of each term. So, they have one week to
review and then they do the assessments.

4. Who is involved in implementing and recording assessments e.g. teachers,


teaching assistants, children, parents?
Only the teacher in my school should do the assessment for her students. Each
teacher does the assessment for her class.

5. How are assessments moderated across the setting?

The teacher shared together and put the question for students that appropriate
for their level and it meets the student needs. Also, the question has three types
of question such as low, medium, high.
6. What form does this take e.g. computer generated profiles, mixed media
profiles, written reports, learning stories or a combination of forms?

Written examination of all subject math, English, science and include different
types of question such as choices, color, write the letter that related to the picture
and recognizes the sound of the letter.

7. How are the results of these assessments documented and communicated


to parents, teachers and other stakeholders?

At the end of the term, the parent will receive a flip book that includes the
students grades.

8. What support is provided by the school and/or curriculum in terms of


specific, measurable assessment criteria e.g. sample assessments or
vignettes that provide a contextualized example of the attainment of a
specific goal or objective?

You should provide exam that suitable for student comprehension and its
appropriate for a student in kindergarten. The question should from the
curriculum and what the teacher is taught the students.

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