2.1.1c Assessment for and of Learning
Although the curriculum planning unit has provided the Schemes of Work and other resources , the school felt that assessment did not align to what was taught . Teachers had the freedom to pick and choose what to teach and there was no monitoring to provide information on progression of learning . As a result , there may be overlaps in teaching and learning when the class is passed from one teacher to another in the subsequent years .
In 2016 , the school decided to review the way the teach and assess the students . Led by senior assistants ( equivalent to Head of Department ), understanding by learning was used in assessment based on UDL .
The senior assistant for learning showed us the school-designed worksheets used to assess the students . While the assessment objective was the same , the worksheets were differentiated to allow teachers to choose one which was within the student ’ s ability . For instance , the student can either point , match lines , use picture cards or write as evidence of his or her learning . The mode of the assessment , as articulated by the senior assistant , is not important . What is important is that the teachers use a mode which allows the student to display learning has taken place . If , however , help was provided , a remark would be indicated on the worksheet .
Students ’ performance in assessment is shared with teachers of the following academic year . This communication is important to allow teachers a prior understanding of their students ’ knowledge and skill level in order to ensure the progression instead of overlaps in their learning .
2.1.1d Reflective Practice
The school believes that reflective practice is a mindful and systematic process to examine their values , beliefs and experiences to promote continuous learning . This systematic reflective practice is evident through the teachers ’ instructional decision making , where teachers use students ’ progress and other data ( observed or shared through other teachers ) to guide instructional decisions .
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