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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