An ECT Guide to Assessment

As an ECT, it can be difficult to know where to start when it comes to assessment. There are so many different methods and strategies that you can use, and it can be hard to know which ones are right for you.

In this article, we will discuss the different types of assessments you will encounter during your training years and provide some tips on how to best utilize them.

We hope that this guide will help you feel confident in your assessment practices and allow you to become a successful educator!

Related: For more, check out our article on Things Every ECT Needs To Know here.

Assessment for Learning (AFL)

Assessment for Learning, or AFL, is a teaching method where teachers assess their student’s understanding of the lesson objective as they are teaching. If they think the lesson is not working, they take a break and change their approach. For example, if a teacher is going through the input for the lesson and sees that the students are not paying attention, she might stop and ask them questions to check for understanding.

If the students still seem lost, she might switch to a different method, such as a small group activity. By constantly assessing how well the students are doing, teachers can ensure that every student is successful.

I remember one year I was in the middle of a great lesson on the Civil War when I realized that my students were not getting it. I could tell from the glazed looks on their faces that they were completely lost.

So, I did what any good teacher would do: I stopped the lesson and assessed their understanding. After a few minutes of questioning, it became clear that they were not grasping the material.

So, I took a break and changed my approach, I broke them into smaller groups and gave them some discussion questions. The second time around, they finally got it! Assessment for Learning is a great tool for teachers because it allows us to make sure that our students are learning the material.

Formative Assessment

Formative assessment is all about assessing students during the learning process to provide feedback that can be used to improve their understanding and performance. There are lots of different ways that formative assessment can be used in schools, but one of the most effective is through classroom observations.

By observing students while they are working, teachers can get a good sense of what they are struggling with and what areas need more attention. Another great way to do the formative assessment is through questioning.

Asking questions during or after a lesson can help teachers to gauge student understanding and identify areas where further explanation is needed. Ultimately, formative assessment is a powerful tool for helping students to learn and grow. When used effectively, it can make a big difference in student achievement.

Summative Assessment

As any teacher knows, summative assessment is an important part of the school year. It can be used to measure student progress, identify areas of need, and determine whether students are meeting grade-level expectations. However, summative assessment can also be a source of stress for both teachers and students.

The key to successful summative assessment is planning and preparation. Teachers need to clearly articulate the goals and objectives of the assessment and make sure that all students understand what is expected of them.

They also need to allow sufficient time for students to complete the assessment and provide feedback on their progress. With careful planning and execution, summative assessment can be a valuable tool for measuring student learning.

If you’ve ever been a student, you know that taking tests can be stressful. Even if you know the material, you might get nervous and freeze up when it comes time to take the test. This can lead to lower grades, even though you know the answers.

Tests can be especially stressful for children, who might not have developed good test-taking skills yet. They might also be worried about what their parents or teachers will think if they don’t do well. Some children might even feel like they’re being graded on their worth as a person, rather than just their knowledge of the subject.

As teachers, we need to take this into consideration when thinking about whether a child is hitting Age-Related Expectations (ARE). A one-off test may not paint the whole picture.

Pupil Book Study

Pupil Book Study is a new initiative that is used by leaders in school to assess how children are meeting the objectives in the classroom. It is a scheme created by Alex Bedford. In the scheme, leaders will take some children from a variety of year groups and look at their books together asking them questions about what they have learnt in this certain subject.

Leaders will also be looking for evidence of great teaching and learning, as well as any areas where there may be room for improvement. After the study, leaders will provide feedback to the staff so that they can further improve their practice. I think this is a great initiative as it will help to raise standards in the classroom and ensure that all children are making good progress.

Learning Walks

Learning walks can be a great way to check in on what’s happening in the classroom and to make sure that teachers are teaching the National Curriculum Objectives. However, they can also seem quite imposing. Learning walks are usually completed by the Senior Leadership Team, and they’re used to assess what is being taught in the classroom.

This can be a bit daunting for teachers, but actually, Learning Walks are usually supportive practise to help them with their assessment and teaching. So, if you’re considering doing a learning walk in your school, don’t be too intimidated! It could be just the thing you need to help assess and improve your teaching practice.

Assessment is a vital tool for teachers, both in terms of formative and summative assessment. It allows us to measure student progress, identify areas of need, and determine whether students are meeting grade-level expectations. However, assessment can also be a source of stress for both teachers and students.

The key to successful assessment is planning and preparation. Teachers need to clearly articulate the goals and objectives of the assessment and make sure that all students understand what is expected of them.

They also need to allow sufficient time for students to complete the assessment and provide feedback on their progress. With careful planning and execution, assessment can be a valuable tool for measuring student learning.