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role of teacher in assessment for learning

/F6 1 Tf ET ( )Tj 383.454 147.418 m )-144(This means that if the)]TJ [(of the e)-10(vidence. 0 595.276 0 0 re 0 Tc 105.534 147.418 m -0.025 Tw -0.0001 Tc 134.997 497.082 m /F13 1 Tf S ET BT BT (nal outco)Tj 1 g -0.025 Tw -0.0002 Tc /F12 1 Tf 5.25 0 0 5.25 221.2273 94.2125 Tm Q (or)Tj BT ( )Tj 9.5 0 0 9.5 28.9553 474.2721 Tm S -0.0003 Tc -0.028 Tw (infor)' -5.50779 -1.21053 TD )-189(It also leads to summativ)-4(e)]TJ [(o discussio)5(n of the diff)-5(er)9(ent pur)-15(poses of)]TJ 0.937 0.016 0.496 RG -5.48414 -2.63158 TD Tj The types of evidence gathered are)Tj [(Head of Assessment Br)-5(anc)-5(h,)-189(Scottish Ex)2(ecutiv)-4(e Educ)-10(atio)4(n)]TJ BT Tj Second, the gathering and use of Assessment as learning: The role of retrieval practice in the classroom. S BT 0.27795 0 Td (e)Tj ET ET S 69.413 65.213 l -0.025 Tw 358.373 65.213 l S -386.254 569.0811 m Feedback is a key element of quality teaching, which both evaluates and supports student learning. [(the assessment m)10(ust co)9(v)-3(er al)-6(l)]TJ (of)Tj 8 0 0 8 30.8638 344.2556 Tm T* [(judgments and other qualit)-15(y assur)-5(ance)]TJ (poses,)Tj ( )Tj endstream endobj 11 0 obj << /Length 7959 >> stream [(ticular)-20(l)-12(y in Gar)5(dner)60(,)-189(J (ed) )]TJ /F4 1 Tf ET T* (iod co)Tj -0.0002 Tc -5.25077 -1.325 TD 5.27271 0 TD -0.0001 Tc [(the r)10(efor)-6(ms taking place in )15(W)80(ales,)-189(Scotland)]TJ [(inter)-15(pr)9(etatio)5(n of e)-10(vidence)8(,)-179(suc)-5(h cr)-10(iter)-10(ia)]TJ 0 -1.31578 TD S 360.782 65.213 l /CS0 cs 1 scn -0.0254 Tw -0.025 Tw (preparing for and marking tests. T* -0.0001 Tc BT 9 0 0 9 204.6791 576.9754 Tm 0 -1.31579 TD 0.20001 0 Td (robust and permanent procedures for quality assurance and quality control of teachers\325)' [(meaning for al)-5(l pupils. [(ning \(and r)10(educe the)]TJ BT )-144(The pamp)5(hlet begins)]TJ Q The increasing influence of sociocultural theories of learning on assessment practices in second language education necessitates an expansion of the knowledge base that teacher-assessors need to develop (what teachers need to know) and related changes in the processes of language teacher education (how they learn and develop it). S 7 0 0 7 38.5661 276.6344 Tm BT 0 Tc 8 0 0 8 31.1812 505.4975 Tm 0 -1.26316 TD ET -0.0254 Tw T* -0.023 Tw [(the r)10(esour)9(ces r)10(equir)9(ed to)]TJ 335.69 147.418 m T* 0.25397 0 Td -0.025 Tw 295.154 147.418 m /F10 1 Tf (assessment and should be designed to)' 0 -1.31579 TD 0 -1.31579 TD (Ms Janet English)Tj )-144(The)]TJ /F13 1 Tf /F4 1 Tf Play the game 1 v 1 on a long narrow court over a bench. S -11.09473 -1.21055 TD 79.05 147.418 m -0.0278 Tw The fundamental premise of being a teacher is to add value to the learning of each student in your care. 139.815 65.213 l BT ( )Tj -0.0002 Tc 4.46728 0 TD (impor)' 0.34106 0 TD 0 Tc -0.028 Tw 0 Tc -0.0001 Tc 9.5 0 0 9.5 216.0419 261.7721 Tm S 0 g 3.08667 0 TD 9.5 0 0 9.5 360.7869 524.2721 Tm [(Longitudinal research in the P)37(ACE)]TJ -0.0001 Tc /F9 1 Tf [(impair the implementatio)5(n of assessment for)]TJ [(lear)-5(ning activities,)-189(judged by r)10(ef)-6(er)10(ence to the)]TJ ( )Tj 9.5 0 0 9.5 232.2736 158.5697 Tm -0.0001 Tc 0 -1.5 TD T* 0 Tc -0.0254 Tw -0.0001 Tc 3.22802 0.00001 TD 10 0 0 10 29.6747 214.8161 Tm endstream endobj 20 0 obj << /Length 4813 >> stream -0.025 Tw -0.05119 -1.26316 TD 1.28179 -1.31579 TD ( )Tj (judgments suppor)Tj [(national tests for seven-year)18(-olds. -0.0254 Tw 323.65 497.082 m BT -16.63393 -1.31579 TD (dependent o)' 0 Tc /GS2 gs T* [(pur)-15(poses,)-189(summativ)-4(e assessment should hav)-4(e)]TJ ET 338.099 147.418 m (stematic)Tj 40.417 147.418 m Tj 0.25391 0 Td Tj While comparison to peers helps establish appropriate grade level and academic placement, it is assessment of a student's improvement that demonstrates his learning capacity. 0 Tc -0.025 Tw )]TJ ( )Tj 6.77587 0 TD ( )Tj 299.972 147.418 m 7 0 0 7 38.2072 425.3716 Tm (5)Tj [(U)10(sing tests for summat)-5(iv)-4(e)]TJ Tj 110.138 65.197 l 10.42651 0 TD 0 -2.63158 TD ( )Tj -0.0002 Tc 4.90252 0 TD (5)Tj (and other pr)Tj 30.78 329.563 l ( )Tj [(Mo)5(nitor)-10(ing at sc)-5(hool le)-10(v)-4(el is best)]TJ [(has pr)10(edicted that exter)-5(nal summativ)-4(e tests)]TJ [40(putting al)-5(l our faith in teac)-5(hers\323. 0 -1.31579 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. 12 0 0 12 34.9995 532.5227 Tm T* (ASSESSMENT REFORM GROUP)Tj -0.0004 Tc BT [(implemented AfL when in r)10(ealit)-15(y the)]TJ (13)Tj 319.992 65.197 l /F8 1 Tf -0.028 Tw 223.821 497.067 m [(OECD)20(,)-189(1999,)]TJ 102.911 497.067 m T* ( )Tj [(this course of actio)5(n would r)9(equir)10(e a number)]TJ [(S)-15(y)-9(stems of sc)-5(hool accountabilit)-15(y should)]TJ 5.04364 0.00001 TD -7.72199 -1.31579 TD (Bureaucratic moderation procedures for quality)Tj 207.171 65.213 l 0 595.276 0 0 re 1. 98.306 147.418 m BT -9.19019 -1.26317 TD [(natio)5(nal assessment tasks fr)5(o)6(m an electr)5(o)5(nic)]TJ f 0 Tr ET Q 0.27802 0 Td 0.25391 0 Td Q -0.0254 Tw Tj T* /F12 1 Tf 322.65 329.563 l -0.0254 Tw )]TJ Q -0.0001 Tc 0 Tc -0.025 Tw (hange in pedag)Tj /F3 1 Tf (the sc)Tj 3.23034 0 TD 224.035 497.082 m -0.0004 Tc BT -0.0002 Tc (ade a)Tj 392.877 497.067 m 1.29028 0 TD [(assessment polic)-15(y in sc)-5(hools and col)-5(leges,)-189(for)]TJ 7.5 0 0 7.5 38.5055 90.9049 Tm 10 0 0 10 212.9572 93.9285 Tm [(the r)-5(ange of infor)-5(matio)5(n that is col)-5(lected. -0.84253 -1.31579 TD 0 Tc S (by a r)Tj /F3 1 Tf /GS0 gs [(dir)10(ectl)-13(y in the pr)10(epar)-5(atio)5(n of pupils for)]TJ (gr)' (the)' -10.29639 -1.21053 TD 0 Tw BT 0 -1.31579 TD 10.5 0 0 10.5 221.1024 213.7721 Tm Tj ( )Tj 0 -1.31579 TD -0.0254 Tw -15.4011 -1.31581 TD ET [(summative assessment should reflect and influence school learning in the best possible way)74(. 0 -2.63158 TD -0.0002 Tc ‹‹ ET (The seco)Tj -0.025 Tw [(g)5(oals ar)10(e taken into account in their)]TJ [(Further)92(, to avoid the negative consequences of using high stakes summative assessment to)]TJ 0.20001 0 Td (University of London)' (Box 2)Tj [(ac)-5(hie)-10(v)-4(ement r)10(ele)-11(vant to a par)-13(ticular)]TJ -0.025 Tw 317.831 65.213 l 25.962 147.418 m 9.5 0 0 9.5 86.115 436.7721 Tm 5) This definition captures the essential task of student assessment in the teaching and learning process. /F12 1 Tf 0 Tc (o)Tj It is their joint role to encourage the student to become an independent learner and member of … 0 Tc S ET [(hing and lear)-5(ning)10(. )]TJ (pr)Tj 45.235 147.418 m 9.5 0 0 9.5 138.6268 411.7721 Tm -0.025 Tw [(Univ)-4(ersit)-15(y of Cambr)-10(idge. S -0.0001 Tc Tj (assessment)Tj 8 0 0 8 30.8638 358.7547 Tm 137.406 497.082 m 0 -1.5 TD -1.07237 -1.86876 TD While assessment in schools involves assigning grades, it is more than that for both the teacher and the learner. 2.17212 0 TD 0.25391 0 Td -0.0002 Tc -0.0002 Tc 347.472 497.067 m S 1.28185 -1.31579 TD [(natio)5(nal tr)9(ends,)-189(m)10(ust be judged against the)]TJ 71.822 497.082 m /GS0 gs [(England wil)-5(l o)5(ne da)4(y be al)-5(lo)12(wed to select)]TJ 1.76228 0.00001 TD (apacit)Tj BT 0 g 0.75781 0 TD [(pur)-15(poses wil)-5(l ine)-10(vitabl)-12(y impr)6(o)9(v)-3(e their)]TJ ET -0.0002 Tc /CS0 CS 1 SCN 1.39086 0 TD 1.99195 0 TD 5.08033 0.00001 TD (succeed in other tasks;)' -0.025 Tw (ent co)Tj -0.021 Tw [(the assessment of lear)-18(ning)]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. 351.145 329.563 l -0.025 Tw S [(lif)-5(e.)-144(The natur)9(e of c)-20(lassr)6(oo)5(m assessment is)]TJ [(pr)6(o)10(vide mor)9(e useful infor)-5(matio)5(n.)]TJ /F8 1 Tf -0.028 Tw [(of r)10(egular)]TJ 1.46539 0 TD 0 -1.26315 TD -0.0001 Tc [(ser)-10(ies of )3025(mini-summativ)-4(e)-10-189(assessments. 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S /F12 1 Tf 33.19 65.213 l 0 Tc Assessment for learning is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies. 10 0 0 10 29.6747 254.8161 Tm (y to wor)Tj Tj [(g)5(oing wor)6(k and help them to understand)]TJ 313.013 147.418 m 1.89746 0.00001 TD S (ated)Tj ET 0 Tr S -0.028 Tw 0 Tc 346.327 329.563 l (polic)' 0.27795 0 Td /F1 1 Tf /F4 1 Tf (y-stage tests for identify)Tj 211.776 497.067 m -0.025 Tw -0.0001 Tc 292.75 329.563 l (Pupils can share in the process through self-)Tj 156.68 497.082 m -0.05118 -1.26316 TD -0.0254 Tw 0.25397 0 Td 9.5 0 0 9.5 225.9079 100.1571 Tm Tj /GS0 gs (than help teac)' T* 81.459 329.563 l 0 Tc T* 1.58716 0 TD (of steps to be taken to meet the c)Tj 278.295 329.563 l T* S ET 1.67994 0 TD 9 0 0 9 210.3484 576.9754 Tm 1 g S /F12 1 Tf 0 -1.31579 TD [(co)5(nsequentl)-13(y teac)-5(hers\325)-179(understanding of)]TJ -0.025 Tw 0 -1.3375 TD [(stage assessment and the )45(T)90(r)-5(ansf)-5(er )45(T)95(est at 11+)]TJ -0.0254 Tw Q -0.023 Tw 333.286 329.563 l 151.861 65.213 l S (hal)Tj [(T)85(ake par)-13(t in moder)-5(atio)5(n of summativ)-4(e)]TJ 0 0.276 419 595 re (arr)Tj /CS0 cs 1 scn /CS0 cs 1 scn 0 Tc 105.534 329.563 l 0.27795 0 Td BT [(e)-10(vidence is r)10(eliabl)-12(y judged against r)10(ele)-10(vant)]TJ q S (r)' -8.30533 -1.26317 TD )]TJ Certified in secondary education, Groepl holds a Bachelor of Science in social sciences from Florida State University and a Master of Arts in curriculum and instruction from New Mexico State University. Example assessment for learning task. /F17 1 Tf [(study co)5(mmissio)5(ned by the Depar)-14(tment for)]TJ 0.44263 0.00001 TD 9.5 0 0 9.5 34.0157 436.7721 Tm [(gap bet)-5(ween higher and lo)12(wer ac)-5(hie)-10(ving)]TJ [22(students c)-10(annot lear)-5(n in sc)-5(hool e)-10(v)-4(er)-35(y)-9(thing)]TJ [(it should not o)5(nl)-12(y measur)9(e)]TJ Q BT 0 J 0 j 0.4 i 10 M []0 d 1 w ET -386.254 569.0811 m [(Ken Bosto)5(n,)-189(speec)-5(h at the launc)-5(h of the A)5(nnual)]TJ T* 9.5 0 0 9.5 28.3464 249.2721 Tm 4.9 0 0 4.9 129.8231 48.0567 Tm 805.039 569.0811 l 9.5 0 0 9.5 193.7934 489.4424 Tm -1.28179 -1.31579 TD )]TJ BT BT -0.0254 Tw 363.191 65.213 l -9.75088 -1.26318 TD [(the best e)-10(vidence that sho)12(ws the pupil)-2860(s)]TJ 0.44262 0 TD [(Ensur)10(e that par)9(ents understand ho)12(w)]TJ -0.0001 Tc -0.025 Tw 378.422 497.067 m /F4 1 Tf 0.74194 0 TD -0.0001 Tc 1.39624 0 TD ( )Tj (ns and r)Tj 0.07663 -1.2 TD W n 9.5 0 0 9.5 312.6256 424.2721 Tm 290.336 65.213 l 16 0 0 16 34.6398 209.5817 Tm -0.025 Tw -0.0002 Tc (commenting on their own work.)' [(dispr)6(opor)-13(tio)4(nate attentio)5(n is paid to)]TJ 2.22998 0 TD 149.452 65.213 l q Teachers need to take an active role in making decisions about the purpose of assessment and the content that is being assessed. 0.20001 0 Td 5) This definition captures the essential task of student assessment in the teaching and learning process. 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[(ainees and par)-13(ticipants to identify)85(,)]TJ 2.41308 0 TD 1 0 0 1 -1000 1595.2761 Tm [(w the r)6(ole of teac)-5(her assessment in)]TJ 9.5 0 0 9.5 100.0969 509.2471 Tm /F4 1 Tf (wor)Tj [(Arr)-5(ange qualit)-15(y assur)-5(ance of al)-5(l)]TJ 9.5 0 0 9.5 231.2897 319.0234 Tm ET Suitable for net/wall game such as tennis. 0.27795 0 Td 0.27795 0 Td In areas under the Moderate and … 1.99756 0 TD /F3 1 Tf 1.89771 0 TD (internal)Tj T* -3.28947 -1.31579 TD (it ma)Tj 0 J 0 j 0.4 i 10 M []0 d 1 w 373.817 329.563 l (opr)Tj -8.29849 -1.21052 TD [(co)5(nditio)4(ns that aff)-5(ect the dependabilit)-15(y of)]TJ 1.21948 0 TD 2.46753 0 TD (project)Tj 285.517 147.418 m -0.025 Tw ( )Tj 6.65 0 0 6.65 354.1369 527.4071 Tm endstream endobj 14 0 obj << /Length 8546 >> stream BT By assessing what the student knows, how he learns and how he compares to his peers, the teacher and student can work together to set appropriate learning goals. 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