Personal that even though summative assessment aren’t popular,

Personal Assessment Form
Module:PEQ6014 Regnum: 165229 Date:2/11/18
A personal assessment is a university requirement.
Its purpose is to ensure you reflect on what you have learnt from completing your assignment.

If you do not complete a personal assessment form, your mark will be reduced by up to 5%. It must be original for this assignment.

The personal assessment form must be typed.
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What have you learnt from completing this assignment? Relate this reflection directly to one of the Teachers’ Standards.

Progressions is a vital part of any lesson and that assessment is needed to show the children’s progression.
What impact will this assignment have on your future practice in school
On future practices, I know that formative assessment should be done every lesson, throughout the lesson. And that even though summative assessment aren’t popular, they need to be done in order to show the children’s knowledge and understanding.

What is your target for the marker to comment upon?
The layout of my paragraphs.
Rationale for Formative Assessment
Assessment is a systematic process of storing and using information on the knowledge, attitudes, skills and children’s’ personal capabilities, which will improve the educational programs and to advance pupils in their learning. The importance of assessment within a school is that the data collected can examine students work to assess if they have achieved the learning outcomes.. Assessment falls into two different categories, summative and formative. These then can be divided into a variety of strategies that assess children’s learning as it’s not so dependent on tests anymore, the most common are, peer/self-assessment, questioning, hand signalling, targets and 2 stars and a wish. Assessment focuses on pupils individually, as a whole class, how the course encourages the learning and the educational system as a total. Assessment is the connection between learning and teaching. It is vital to do as without it there is no way to assume what students are taking away from their learning, as this could be quite different from what the teacher intended. Department of education (DfE 2014) suggests that the purpose of Assessments is to allow the school to demonstrate the evidence from the assessment of their pupils progress, this then will be told to the parents to keep them informed and to the governors who will make a judgement about the schools efficiency and to update Ofsted inspections.
Summative assessment, is a formal way to summarise pupil’s progression. However, in Ks1, the tests are not formal and are marked internally. The assessment normally occurs at the end of a completed unit of work or module at the end of term and school year. It is a way for teachers to record, acknowledge and report their pupils’ overall accomplishments. The quantitative data received is usually graded and allows the pupils, parents and teachers information based on the pupil’s overall experience at a precise point in their learning. On top of this, the key to improving the pupils learning is by the teacher sharing the information with the pupils to allow them to understand and realise their achievements but also to come up with new next steps that will advance them in their learning. There are many benefits to summative assessment, for instance, one academic (2016) suggests that it allows the teacher to see how much the students have understood and learned about the subject. As well as, the teacher will be able to identify any weak spots or misconceptions the children have within a subject. This then can be revisited in the lesson, so the children will have the opportunity to learn and gain the higher grades. Summative assessment, is a good way to end a topic as it allows the children to show off what they have learnt and give the teacher an indication of what they need to change in their lesson plans the following year to gain a greater understanding in the topic. Furthermore, Faragher (2014) agrees and believes that with the help of summative assessment, it enhances the schools level of performance as the teachers and members of staff are measured to meet the Ofsted expectancy.
On top of this, there is a theory of growth mindset, Dweck’s theory explains that individuals intelligence is set in stone and they cannot challenge themselves further this is described as a fixed mindsets, whereas when children have a growth mindset they have the characteristics of wanting to learn, putting in effort and practicing until they get it right. To allow children to have a growth mindset, teachers need to encourage their students to challenge and boost their confidence by giving positive feedback and making the most out of praising children from their efforts and hard work. Its also suggested that teachers should be critically of their pupils work as this allows the students to set targets for themselves and to be able to improve their own work. From doing this, growth mindset allows children to succeed in their learning, as children aren’t afraid to fail because they know the steps and methods to take to get them to their goal, such as paying attention during class, apply time to practice if they are struggling and have the opportunities to find new ways of learning. This makes children feel more confident in their work and by doing this it will grow into a skill and will become natural to them which will improve their learning performance. Linking this to summative assessment, as these assessments only take place at the end of a unit, teachers are able to fill in gaps and encourage students to practice and revise what they may have gotten wrong. Also, by giving children positive feedback it boosts the pupil’s confidence as it will automatically show within their work. This is due to the pupil will feel good and more comfortable with their knowledge and the work they have just been assessed on with become fixed in their brain as it have a positive correlation to it.
However, there are arguments stating that summative assessment is not the best way to gain data on children’s learning. Cooper argues that summative assessment are not a real reflection of a child, there are many reason to back this up such as, on the day of the test a child could be poorly and not up to their usual self, this can prohibit the child from concentrating or preforming up to their normal level. Cooper also highlights that not all children enjoy taking test, in that some children can stress and be put under pressure by the idea of the word test. This can be biased towards the students as they wont preform to their highest level and will become disheartened if they haven’t got the grade they wanted. This then can lead on to more disadvantages for the teacher as the student will lose motivation with in their learning and their overall expected grade will have to be lowered. Didau (2018) and other researchers believe as summative assessments are repetitive children will lose interest in taking part in them as they become so reinforced within school life. They state that this can lead to children have low self-esteem which then can link to the children giving low performance which leads on to low achieving pupils, and the cycle continues. Researchers believe that children need to be excluded from the continuous cycle and that teachers need to be the ones to take them out of it for children to exceed. Additionally, the teachers plays a part in the negative attitudes towards summative assessment, as it is known that teachers can be put under pressure in getting the children’s to achieve their predicted grades. However, to do this teachers have narrowed down the curriculum and have been ‘teaching to the test’, this means that teachers have only taught the information that is found in the test and missed out on teaching the rest of the curriculum information. By doing this, it may make the children’s records and grades look higher, which creates a good reflection on the teacher, yet it greatly impacts the children as they will have missed out on a block of knowledge they might need in the future years. .
Formative assessment is the day to day informal approach teachers use to judge their pupils understanding. It is an easy and efficient way for teachers to decide how to encourage their pupils development in their learning. This assessment, can be done throughout the day, and on any topic. Formative assessment is not used to grade the pupils. The assessment starts at the beginning of a lesson when a teacher asks how much the class knows about a certain topic, the next opportunity to use it is half way through to make sure the class understand what’s happening and lastly the teacher can use it to see how much the children have progressed from the beginning of the lesson to the end. This is a more convenient method for teachers as it can just be a thumbs up, or the use of questioning for them to know that their classes understands. It benefits the students as they do not feel pressured or like they are taking a test. Children will act more natural and work freely to their normal level. Covington (1192) believes that it allows children to carry on being active learners as formative assessment keeps children on task and focuses them on the learning outcomes that need to be reached at the end of the lessons. An good example of formative assessment is peer or self-assessment, as the children work will be evaluated by someone on the same level as them and not from a higher authority. This method seems to relax students as they know their work will not be critiqued harshly. Plus, it allows pupils to receive feedback on what they need to improve and how to do it. Self-assessment, allows the pupil to read over their own work and to be able to see what they have done well but also what they need to improve to get them to their goal. This is a brilliant method of formative assessment as the children are still learning while marking, Wiggins (2005) .

On the contrary, formative assessment has some disadvantages. The drawbacks affect the teachers more so than the students, this is due to the preparing and planning teacher have to consider when formative assessing. The most time consuming part is having to provide feedback to every student, especially when making their books. This can become repetitive and tedious. Another limitation is having to come up with individual targets for every student, this requires a teachers to go through the students book and read all the work in order to come up with a goal. This is time consuming, especially having to do it every day but it could also lead to
From past experiences on placement, formative assessment was the more effective use of assessment, as it was used everyday in a simple way. At the beginning of a topic it was useful to see what the children understood initially and was satisfying to see the progression they had made just in one lesson. The most memorable method I used was thumps up (if they understood), thumbs to the side (if they were confused), thumbs down (if they didn’t understand), as this was a clear indication of the children’s understand and if the majority were to the side or down then I knew that the lesson had to be revisited and adapted to help the children understand. When making the children’s books, I used the method of 2 stars 1 wish, this allowed me to be positive about the children’s work but also ask them to be able to change or improve anything. As there were 2 positives the children didn’t get disheartened and it outweighed the improvements. The wish also meant that the child would have to go back to their work and improve the comment that I made. This was effective as it increased their work levels.

There is a connection between summative and formative assessment, as they both serve the same end result. Both assessments are needed to develop students understanding and both are needed to work alongside each other to get the goal. Formative assessment is used first as this way the children can practice and demonstrate their skills to the teacher without feeling like they are being tested. Once the teacher feels confident in that child that they will reach their predicted grades, the teacher will set up a summative assessment in order to display the classes knowledge and how well they are doing against Ofsted’s expectations
In conclusion, summative and formative assessment is necessary for children to benefit from their school experience. Children need to be tested for them to show how much they have learnt over the course of the topic. It is also important for the teacher to see how well their teaching has been understood and if they need to adapt and improve their lesson plans in order to support the children in the following years. However, children’s learning should not just be based off the summative assessments, as not all children can preform to a high level on the day, and it doesn’t show a accurate representation of the child’s work.
Referencing (2018). online Available at: Accessed 22 Cct. 2018. (2018). assessment definition – Bing. online Available at: Accessed 22 Oct. 2018. (2018). What is Summative Assessment? | CCEA. online Available at: Accessed 25 Oct 2018.

Cooper, H. and Elton-Chalcraft, S. (n.d.). Professional studies in primary education.

Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.

Didau, D. (2018). Is there a case for summative assessment?. online David Didau. Available at: Accessed 23 Oct. 2018.

Faragher, S. (n.d.). Understanding assessment in primary education.

Learning Theories. (2018). Mindset Theory – Fixed vs. Growth Mindset (Dweck) – Learning Theories. online Available at: (2018). online Available at: Accessed 1 Nov. 2018. eory-fixed-vs-growth-mindset-dweck.html Accessed 27 Oct. 2018.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Wiliam, D. (2017). Embedded Formative Assessment. Bloomington, Indiana: Solution Tree.

WiseStep. (2018). Summative Evaluation – Top 22 Advantages and Disadvantages – WiseStep. online Available at: Accessed 27 Oct. 2018.


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