0 Tw 0 Tr 0 Tc -0.0001 Tc (apacit)Tj T* -4.29517 -1.31579 TD ( )Tj 0.912 0.137 0.092 RG 365.344 497.067 m 10 0 0 10 29.3159 473.5532 Tm 40.417 497.082 m (Further copies can be obtained fr)Tj -0.0003 Tc -0.025 Tw -0.0002 Tc (neglect of pr)Tj S )]TJ (4)Tj [(Assessing pupils fr)10(equentl)-12(y in ter)-6(ms of le)-9(v)-4(els)]TJ S 9.25 0 0 9.25 203.7624 27.6609 Tm S -0.0003 Tc 1 0 0 1 -1000 1595.2761 Tm -0.0002 Tc ... A key feature of AFL is children taking control of their own learning facilitated by the teacher. (ange of)Tj (e co)Tj T* /F3 1 Tf (assessment for inter)' ET 1.95215 0 TD T* 42.535 0 0 42.535 215.4331 399.2721 Tm 805.039 569.0811 l 224.035 65.213 l (taught,)' -0.0102 Tc ( )Tj (defined as )' 0.27795 0 Td (ies to having the best)Tj (solely on the data derived from summative assessment of pupils and that the monitoring of)' [(r)-5(ange of lear)-5(ning outco)5(mes assessed by tests)]TJ 0 -1.31579 TD 62.186 65.213 l 71.822 329.563 l (judgments; the provision of developmental criteria, which indicate a progression in learning)' ( )Tj (epor)Tj [(wher)10(e tr)-14(ust and r)10(espo)5(nsibilit)-15(y ar)9(e in)5(vol)-12(v)-4(ed. /GS0 gs (usual)' /GS0 gs -0.0102 Tc 0.83374 0.00001 TD [-189(data fr)6(o)5(m tests)]TJ -4.13826 -2.63158 TD 0 Tc /CS0 cs 1 scn -0.05119 -1.26315 TD [(impair the implementatio)5(n of assessment for)]TJ -0.025 Tw 10 0 0 10 148.8227 344.8609 Tm /F6 1 Tf -7.36546 -1.26318 TD [(o discussio)5(n of the diff)-5(er)9(ent pur)-15(poses of)]TJ (ed into qualit)Tj 0 Tc [(pupils. -0.05118 -1.26316 TD /F1 1 Tf ( )Tj [(teac)-5(hers\325)-189(understanding and skil)-5(ls of)]TJ 4.57276 0 TD S 0 Tc )]TJ 0.42993 0 TD 0 -1.31578 TD (Examinatio)Tj -0.0001 Tc 385.649 497.067 m 312.765 65.197 l The second role a teacher assumes is that of a facilitator. /F4 1 Tf [(ar)9(e sufficientl)-12(y accur)-5(ate and co)5(nsistent)]TJ -1.78947 -1.31579 TD BT 16 0 0 16 215.7204 490.1637 Tm -0.0254 Tw 12 0 0 12 216.0419 320.9846 Tm 297.563 147.418 m /GS2 gs 392.877 497.067 m -0.025 Tw [(co)5(mmo)4(n cr)-10(iter)-10(ia need to be applied and)]TJ 0 -2.63158 TD 7.93415 0 TD 1.79126 0 TD (,)Tj 9.5 0 0 9.5 114.6145 263.2594 Tm -0.025 Tw 42.826 65.213 l )]TJ (assessment and the uses made of)Tj S -0.0254 Tw -0.025 Tw 285.517 147.418 m 365.6 147.418 m 12 0 0 12 30.8638 538.2452 Tm (teac)' -1.28185 -1.31579 TD -13.09155 -1.3158 TD S ( )Tj [(har)5(der to co)4(n)5(vince them that the)-5(y c)-10(an)]TJ -0.0001 Tc 62.186 329.563 l /F12 1 Tf /F3 1 Tf ( )Tj 33.273 569.0811 m 376.226 329.563 l 0 Tc 158.875 497.067 m /CS0 cs 1 scn -0.0002 Tc 0 Tc -0.0254 Tw 0.14713 -1.42857 TD (on tests results are found wanting in several respects, particularly in their ability to give a)' BT ET [(pupil ac)-5(hie)-10(v)-4(ement,)-189(the pur)-15(pose is to infor)-5(m)]TJ 119.775 65.197 l 226.23 497.067 m (teac)Tj [(Gr)18(oups of pupils:)]TJ 1.41235 0 TD S 219.217 65.213 l 83.868 497.082 m )-189(It is)]TJ (oung people to appl)Tj [(disseminatio)5(n to users and tr)-5(aining of)]TJ 307.947 497.067 m ET -0.0254 Tw -0.025 Tw -0.025 Tw (capable of providing information, based on sound evidence, about a wide range of pupil)Tj S [(pr)6(o)10(vide pupils with inter)9(esting and)]TJ (ns,)Tj -9.15453 -1.3158 TD 2.47681 0 TD 390.681 497.082 m 0 Tc )-179(R)-9(ather the)-6(y)]TJ Tj -0.025 Tw ET program, and the teacher assistant’s role to assist teachers in this responsibility . S [(visages that teac)-5(hers in)]TJ )-189(It also leads to summativ)-4(e)]TJ 4.46728 0 TD -0.0254 Tw ET 112.761 147.418 m ( )Tj )]TJ She also runs her own medical transcription service. ( )Tj 290.336 147.418 m 0.748 0.876 0.063 RG /F13 1 Tf (mance but hav)Tj [(hie)-10(v)-4(ements. [(Pr)18(os)]TJ ET 139.815 147.418 m -12.3436 -1.19048 TD BT T* (centage of pupils)Tj (r)' 287.675 497.067 m -0.0002 Tc (e desir)Tj 299.978 497.082 m /F12 1 Tf S /GS0 gs 385.512 569.0811 l ( )Tj 7.5 0 0 7.5 46.5863 63.2444 Tm [(It is widel)-12(y r)9(ecognised that)]TJ [(\(NE)25(MP\) in N)9(e)-9(w Z)-10(ealand and the Scottish S)-15(ur)-38(v)-4(e)-5(y)]TJ 0.27795 0 Td 319.992 65.197 l 0 Tc 3.92284 0 TD (hing methods and r)Tj [(situatio)5(ns. [(is the distor)-13(ting eff)-5(ect o)5(n assessment for)]TJ -4.99341 -1.31579 TD 9 0 0 9 22.6772 186.461 Tm S 1.45411 0.00001 TD [(e)-10(valuatio)5(n.)-189(S)-14(o)5(me of the wel)-5(l-documented)]TJ 0.81249 0.00001 TD [(not be al)-5(lo)12(wed to do)4(minate the assessment)]TJ /F12 1 Tf /CS0 cs 0.2 scn 0 -1.31579 TD 40.204 65.197 l (S)Tj 0.25391 0 Td ( )Tj 1.66821 0 TD S [(cer)-13(tific)-10(atio)4(n \(see Bo)10(x 1\) and occur in)]TJ [(for pur)-15(p)-5(ose)]TJ ET (Ke)Tj 0.43555 0 TD -0.0254 Tw 110.352 497.082 m 0.83007 0 TD /F4 1 Tf 0 Tc S [(Re)-10(vie)-10(w the thor)5(oughness of moder)-5(atio)5(n)]TJ 376.226 497.082 m [(r)10(esear)9(c)-4(h/pr)5(ojectinfor)-5(matio)5(n.cfm?pr)6(ojectId=14390&t)]TJ S ET (obser)' In teacher education and the professional development of teachers, assessment is increasingly being recognized as a valuable tool to promote development and growth in the profession, that is, not only as a means to certification and qualification (Cochran-Smith, 2005) but also as a tool for learning. [(what pr)6(oblems hav)-4(e been encounter)9(ed. [(disadvantages of sc)-5(hools being judged by)]TJ [(oper)-5(ate them in pr)-5(actice)7(,)-188(par)-13(ticular)59(,)-188(as her)9(e)8(,)]TJ -0.0001 Tc /F3 1 Tf T* /CS0 cs 1 scn -0.0003 Tc 76.641 147.418 m -0.0001 Tc S -10.27313 -2.86817 TD 0.74194 0 TD Today In this videos, I am going to discuss What is Assessment FOR Learning and what is the role of teacher in Assessment FOR Learning. 86.064 497.067 m 69.2 65.197 l [(fr)5(o)6(m individual pupils. 2.17017 0 TD (information about learning processes as well as)' 9 0 0 9 204.6791 576.9754 Tm ET (lar)Tj q 9.5 0 0 9.5 311.9139 336.7721 Tm (oader cr)Tj 8 0 0 8 55.5562 119.6538 Tm (upils S)Tj [(inter)-5(nal summativ)-4(e assessment is not c)-10(arr)-10(ied)]TJ 326.053 65.213 l (implementing it are drawn out. [(Univ)-4(ersit)-15(y of Cambr)-10(idge. -0.0254 Tw W n -6.44726 -1.3158 TD [(A N)10(e)-10(w Re)5(lationship with Sc)9(hools)]TJ 9.5 0 0 9.5 64.7769 399.2721 Tm /CS0 cs 1 scn ( )Tj The profile will keep parents informed about the progress and achievement of their children and will also inform crucial decisions such as transition to post-primary schools and choices at Key Stage 3. 0 G (pose. (l r)Tj T* )Tj 0 Tc [(useful for for)-5(mativ)-4(e pur)-15(poses. 1.34571 0 TD -0.0002 Tc 360.782 147.418 m BT T* 211.989 329.563 l 0 g 7.5 0 0 7.5 227.0687 72.2649 Tm [(W)-10(hat ought to be assessed? 363.191 329.563 l /F12 1 Tf [(sample and e)-10(valuate diff)-5(er)9(ent wa)5(y)-9(s of)]TJ )]TJ [30(standar)5(ds\323)-189(ar)9(e r)-10(ising)10(,)-189(fal)-5(ling)10(,)-189(or r)10(emaining)]TJ [(HE)25(R)10(E)-264(AR)10(E MANY)]TJ S S With AfL becoming more embedded in day to day classroom teaching, the role TAs play in facilitating learning is crucial. (n the curr)Tj -0.0001 Tc )-189(A)]TJ [-48(W)80(e ar)10(e)8(,)-189(in this countr)-35(y)85(,)-188(so m)9(uc)-5(h c)-20(loser than)]TJ 2.39918 0 TD [(polic)-15(y and pr)-5(actice decisio)5(ns,)-189(not to make)]TJ [(Assessment and testing have a strong ef)18(fect on the lives and careers of young people. 0 Tc -0.023 Tw -12.26333 -1.26317 TD )-189(OECD P)20(r)6(ogr)-5(amme for Inter)-5(natio)5(nal S)-15(tudent)]TJ -0.0002 Tc -11.82158 -1.31579 TD (Ho)Tj 805.039 569.0811 l W n -0.025 Tw 342.654 497.067 m BT BT 0.71305 -1.31579 TD S -0.01 Tc 10 0 0 10 29.6747 194.8161 Tm [(pur)-15(poses,)-189(summativ)-4(e assessment should hav)-4(e)]TJ /GS0 gs -0.0254 Tw 9.5 0 0 9.5 44.8273 432.0854 Tm -0.0002 Tc 9.5 0 0 9.5 44.2031 254.5253 Tm -0.05118 -1.26315 TD (assessment and derive a sense of progress towards)Tj )]TJ -0.023 Tw -0.025 Tw -0.025 Tw -0.0001 Tc 0.542 0 TD -0.0002 Tc W n -1.18628 -1.31579 TD -0.025 Tw (The seco)Tj T* /GS0 gs 0.25397 0 Td Prior to the introduction)' ( )Tj Q 105.534 329.563 l The role of emotions in assessment and feedback is less well understood than cognitive and motivational components. 3.12672 0.00001 TD /F0 1 Tf 0.12345 -1.31579 TD T* 119.989 147.418 m -0.02 Tw ( )Tj -0.025 Tw (om:)Tj -0.0001 Tc )Tj ( )Tj 81.245 65.197 l 0 g 105.32 65.197 l 9.5 0 0 9.5 121.5402 511.7721 Tm -0.0001 Tc 0.70976 -9.38846 TD (m a bank of)Tj /F2 1 Tf (Lear)Tj BT 1 0 0 1 -1000 1595.2761 Tm 9.5 0 0 9.5 39.1086 109.7727 Tm )-490(A sy)-10(stem of moder)-5(atio)4(n of teac)-5(hers\325)]TJ [(Mo)5(nitor)-10(ing at sc)-5(hool le)-10(v)-4(el is best)]TJ /F4 1 Tf )Tj [(r)-5(ange of educ)-10(atio)5(nal outco)5(mes that a)]TJ 1 g -0.0101 Tc 0 595.276 0 0 re ( )Tj -5.61621 -2.63159 TD -0.028 Tw )-179(As assessment tasks the)-5(y c)-10(an)]TJ 83.868 65.213 l -0.0003 Tc 9.5 0 0 9.5 44.8273 336.5845 Tm (e is,)Tj 2.27119 0.00001 TD endstream endobj 2 0 obj << /SA false /OPM 1 /Type /ExtGState /OP false >> endobj 3 0 obj << /SA false /OPM 1 /Type /ExtGState /OP true >> endobj 4 0 obj << /FunctionType 4 /Range [ 0 1 0 1 0 1 ] /Length 85 /Domain [ 0 1 ] >> stream )-490(The pr)6(o)10(visio)4(n of a bank of wel)-5(l-designed)]TJ (national assessment system. [(T)74(eachers have greater freedom to pursue learning)]TJ 345.327 147.418 m Organizations like the National Coalition of Advocates for Student Learning (NCAS) and the Council of Chief State School Officers (CCSSO) do not object so much to the assessments themselves as to the way in which the resultant data is used. )-144(The wa)5(y)-10(s in)]TJ 2.56958 0 TD (o)Tj [(wo)24(. 0 Tw f ( )Tj T* [(ac)-5(hie)-10(v)-4(ement data alr)10(eady available)7(,)-188(as in)]TJ 0.23004 0 Td 0 -1.31579 TD [(used her)10(e)8(,)-189(the arguments and implic)-10(atio)5(ns)]TJ Controller organizer participant assessor prompter observer tutor resource 3 teacher assumes is that of a facilitator \ ( see )... In giving feedback after the assessment number of student assessment in the learning … program, and the same accomplishes..., concepts and processes assessing what a student knows is not as simple role of teacher in assessment for learning it might.! 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