Sentences with phrase «teacher assessment judgements»

Teacher assessment judgements must still be submitted for pupils who are absent during the test period.

This includes actions such as test papers being incorrectly opened, pupils cheating, over-aiding of pupils by test administrators, changes being made to a pupil's test script by someone other than the pupil or «inflation / deflation of teacher assessment judgements».

«The data used to judge the performance of schools and the progress children are making at Key Stage 1 are teacher assessment judgements.

Not exact matches

All of the children were thought to have below - average reading skills, based on national assessments at the age of seven or their teachers» current judgements.

Other benefits highlighted by these stakeholders included: Literacy and numeracy assessments can be used to celebrate learning, identify strengths, needs, barriers to learning and allow teachers to make informed and objective judgements about learning; Focusing teachers» and schools» attention on the need for phonics to be taught explicitly and systematically to achieve the necessary level of word reading skills that are required to develop skilled reading; Early identification of children with learning difficulties or [those who] need additional instruction.

«NAPLAN does not replace the much deeper, more sophisticated and more frequent formative or summative assessments of student learning done by school teachers, nor does it provide judgement on how «good» a student, teacher or school might be,» Dr Hinz says.

It also provided a summary of the students» On Demand assessment, NAPLAN results, and their English teachers» judgements.

It places a higher level of trust and confidence in teachers» judgements and requires the redesign and strengthening of Queensland's system of school - based assessment.

Simon Kidwell, from Hartford Manor Primary School in Cheshire, asked her to allow teachers to «make a judgement that reflects a child's true ability» and base their assessment on «best fit».

«Trusting teachers» judgement: research evidence of the reliability and validity of teachers» assessment used for summative purposes»

Both headteachers and local authorities have a responsibility to ensure that the results of the key stage 1 tests are used to inform the school's teacher - assessment judgements.

In my previous blog, I said that the results from comparative judgement assessments tended to agree with teacher judgements.

From my work with teachers, I found that these are some of the critical teaching strategies that support students to become assessment - capable learners: Provide time for student reflection on their learning Involve the students in developing success criteria & rubrics for their own assessment Let students assess their own work & measure this against teacher judgements Provide feedback & encourage students to set goals from this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achieved!

Mary Bousted, general secretary of the ATL teachers» union, said: «Today's figures confirm what we have been arguing, that teacher assessments can be as accurate as test results and teachers» judgement both can and should be trusted.»

And we said that teachers, as professionals, should be able to exercise judgement on curriculum, assessment and pedagogy.

This should be a professional judgement using suitable assessments and other data - an investigative process that begins with aspirations for pupils and teacher engagement.

We are not suggesting that teachers should never plan activities which will support them to make judgements about their children or that they should rely exclusively upon serendipity for their assessments.

By defining the statements as one of two of the Four Modes of Learning (Foundational Learning and Conceptual Learning), we can empower teachers to make effective assessment judgements about depth of learning for each individual statement.

Intervention groups of more than ten tend to be less effective, as are systems where students choose their sessions - these should be informed by teachers based on assessment data and / or mastery criteria judgements.

In contrast, Star tools let teachers exercise their own judgement to, for example, give an early Star Reading assessment to a probable reader.