Page 101:What is assessment and how should this look in a primary classroom (2)?

 Page 101:What is assessment and how should this look in a primary classroom (2)?

After a slightly different post last week, celebrating and reflecting on page 100, I am back into the swing of it, coming back with my continued reflection on effective use of assessment in the primary classroom.

When exploring what works well, I think it is vital to consider what does not. Being aware and understadning common assessment pitfalls can support in ensuring assessment and feedback cycles in your classroom are to the highest effect in the mist efficient form. Classroom culture and attitudes can have an impact on the effectiveness of assessment. Here are some think about points and how to overcome these...

1. Maximum input for minimum effect.

For example, heavy duty written feedback. This can be overcome by using wise feedback and reflection time such as whole class feedback followed by peer assessment. 

2. Unwanted feedback.

For example, pupils not engaging in the process. This can be overcome by modelling productive and authentic feedback responses.

3. Feedback can do damage.

For example, to put it simply 'spoon feeding'. This can be overcome by supporting independence through establishing good self assessment criteria and routines. 

To overcome all of these potential pitfalls, as a teacher I ask myself is my feedback informed? By this I mean ...

- Is my feedback precise and actionable?

- Have I considered both the diagnostic and prognostic considerations?

One tool I use every lesson is questioning. By using a combination of both open and closed questioning by considering how I want my pupils to answer and preparing questions in advance I am using 'on the spot assessment' to inform all decision making aka my pedagogical choices in how my lesson progresses. Implementing these onto lesson planning makes this easy to not 'forget' too.

I hope you have enjoyed this assessment 'myth busting' post and sharing how I overcome some of these potential barriers. I hope you can join me for part 3 next week, my final instalment regarding assessment where I will be delving into exploring assessment on a whole school level. 

- Miss Yeoman