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Discuss the various ways in which pupils' progression can be assessed…

- - - - increase in results
    - - Decline on 2 sessions, gain on middle session
    - - Decline on all 3
    - - only significant difference between the high and low achieving groups was that interest was undermined for the low achievers by either of the regimes involving feedback of grades, whereas high achievers in all three feedback groups maintained a high level of interest
  - - - The experiments lacks ecological validity, not related to normal curriculm work and not carried out by the students usual teachers. It might illustrate important points about the ways in which formative evaluation might me more/less effective in normal clasroom work
      - Possibiily that, in normal classroom work, the effectiveness of formative fedback will depend upon several detailed features of its quality, and not on it's mere existence or absence
      - Close attention needs to be given to the differential effects between low and high achievers, of any type of feedback
- - - - Use of varied approaches to assessing student understanding
        
        Diagnostic assessment
        
        Questioning
        
        Traffic lights
        
        Thinking time instead of hands up
        
        Portfolios, logbooks and rubrics
      - feedback and adaptation of instruction
        
        Verbal feedback
        
        Grades/marks never given, helped them work to their standard and don't worry about comparisons
      - Use of varied instruction methods to meet diverse student needs
      - Establishment of a classroom culture that encourages interaction and the use of assessment tools
        
        Helped Students feel safe/confident in the class
        
        "it's okay to make mistakes - that's how we learn"
        
        Recognised students individual and cultural differences
        
        Planning for student learning, rather than merely planning activities
        
        Teachers in the case study schools noted that their lesson plans have changed: they now place greater focus on what students learn in class, as opposed to what students do in class
      - Establishment of learning goals and tracking of individual student progress toward those goals
        
        Personalised booklets on each students progress
        
        Get to know the student better and pass on a portrait of the student to other teachers
        
        Kept graphs/tables to track students aquistition of knowledge and their abiltiy to comprehend, analyse, synthesise and to express themselves
        
        Compare assessments with other teachers
        
        ensure the students are treated equally
      - Active involvement of students in the learning process