Tda 3.7, 4.2 using the outcome of Assessments For Learning to improve professional practice?
 

Help needed please. I'm struggling with TDA3.7 assessment criteria 4.2. Use the outcomes of AFL to reflect on and improve own contribution to supporting learning.
I'm just not sure what it is I'm supposed to be writing about. I've been sitting with this all day getting more and more frustrated, any help would be very gratefully received.:frown:

Hi
I know it's been a long time, you're probably done and dusted now! What did you write in the end?

S
x

4.2. Use the outcomes of AFL to reflect on and improve own contribution to supporting learning
 

Hi the format of Assessments For Learning may well be personalised to your workplace/ school/setting and most certainly will reflect the individual children. When you look at the outcomes of the AFL from your class you might see different ways that you could improve your contribution eg. looking closely at the types of ASL strategies that you're involved with - observing? questioning? peer assessment? informal records? ways you provide feedback?

Page 203 of the STL handbook looks at these in greater depth and page 104 examines the role of a Teacher and Support Practitioner so you can identify other ways to better improve your practice - how frequently you observe children, how much time you have to listen and hear what children are saying, the sort of open-ended questions you use.

Hth xx

What did you put for this please? I am struggling with this one x

Hi, sadly this thread started back in 2012 so hopefully if members don't pop back, this will help?

TDA 3.7 can be found in the older STL handbook on page 112.

Use thoutcome of assessment to reflect and improve own contribution.

Following learngin activities, you will need to look at the outcomes of assessments for learning so that you can judge whether the way in which you have approached the process has been successful. In other words, you should be able to check if it has enabled pupils to take more responsibility for the learning experience and has influenced what they have learnt. You will also need to reflect on your own learning and experience when supporting pupil learning, so that you can adjust your approach if necessary. You should think about:

How you questioned pupils and encouraged them to look closely at the assessment criteria (learning objectives/goals of the activity)
How you gave feedback to pupils
How you supported both peer and self-assessment

This best practice checklist on page 108 can help you see whether different strategies may have worked better with pupils.can help:

• Remain non judgemental
• Focus on strengths
• Work through one thing at a time
• Give constructive advice where needed and guidance on how a child can improve.
• Link feedback directly to what has been observed or written.
• End positively

You will also need to discuss with the teacher the pupil's responses to the process, as some will have found it easier to manage than others and teachers may have suggestions as to how this may be developed. Depending on the ages and needs of pupils, the use os peer or self-assessment may need to be altered.


In the newer handbook Unit 10 Assessment For Learning starts on page 110

Consider these tips for best practice and how what you do reflects them:

• Ensure pupils are aware of learning objectives.
• Be aware of any personalised learning goals that pupils have
• Use open ended questions to check on learning.
• Listen carefully to pupil responses to guide your questioning.
• Ensure pupils know how assessment takes place.
• Allow opportunities, and time for pupils to peer and self-assess.
• Ensure you feedback to teachers promptly.
• Evaluate your own contribution to the process.

Be aware of how to raise concerns

Page 163 Supporting learners to reflect on their learning and identify progress and learning needs:

Strategies you might be familiar with ..

• Using smiley or sad faces / traffic light systems
  Using whiteboards to write down what they have learned
• Reviewing with partners
• Writing down any unclear areas
• Expressing key points

All the best