Questionnaire for Teachers.
As part of the school’s ongoing devotion in assessing children in the classroom, I would be appreciative if you participate in filling this questionnaire. Your views will help my research project, which lays based on assessing pupils in low attaining groups.
Note: Your response is confidential and will give aid in tackling possible obstacles during the process.
- The assessment (AFL) used involves the usage of Direct instruction, where the child is taught what he requires to learn, and information is presented very clearly through well-tested resources that rule out the likelihood of confusion and misinterpretation. How will you incorporate this method while assessing the children?
This is usually done in steps of direct instructions such as: introducing the topic, then presenting new materials, after, guided practise this is where the concept of working together is involved. During the ending feedback is given, which gives pupils the chance to correct any mistakes and lastly, the evaluation takes place which allows reflecting of if pupils have understood the topic clearly before moving them forward.
2.The issues around teacher knowledge concerning formative assessment and children learning that battle with the principles of assessment for learning is a significant obstacle to the evaluation amongst Teachers. If yes, or no, explain your answer?
I believe if the teachers or teaching assistants lack the knowledge around the tools and materials which are delivered can be a challenge in helping low attaining pupils to reach their learning goals.
3.The creation and adaptation of learning assessment tools that are suitable, fair, and easy to understand and use will always play a role in hindering the execution of the program. Are you trained on how to use assessment tools? What are some of the assessment tools that you use when carrying out English and maths lesson activity?
To deliver suitable and fair assessment depends on teamwork and joined-up thinking. It involves together teaching, learning assessment in a creative and integrated way in which teaching promotes learning. Active learning enables an assessment to take place. Tools such as; reading interventions, comprehension, phonics, and joint word assessment is undertaken.
4.What obstacles do teachers and low attaining pupils face in adopting classroom assessment?
The major obstacles for teachers are balancing the diverse learning needs of all children in the classroom. Lack of planning time can be another issue where less time is spent to deliver individualized tools. Obstacles faced by low attaining pupils are mainly lack of understanding, communication can be a barrier towards learning, especially when English is their additional language. Another barrier is when the lack of individualized support is given.
5.The group observation activity will be characterized by a consistent review of previous tasks and constant encouragement of students. What do you understand about children’s motivation?
I believe it is essential that children enjoy learning. It has been seen that when children are enjoying the activities, it builds into motivation. This shows that they are more likely to continue in having such a joyful learning experience. This will also encourage them to move forward with their learning.
6.Is there a difference in the use of classroom assessment for attaining and low attaining pupils? And how do you ensure that all children are getting the same attention?
Different approaches are applied to meet the needs of low attaining pupils. These approaches include differentiated instructions which are given in steps which are easily understood. Grouping pupils effectively in which they are not missing out on learning and can fully participate in all activities. With the help of teaching assistants ensuring these pupils are getting enough support.
