By Colin Conner
Following the advent of evaluation and trying out into the nationwide Curriculum, the writer has the same opinion that a few form of overview and tracking of growth is a primary portion of reliable fundamental perform. He demonstrates the price of reflecting
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Extra info for Assessment And Testing In The Primary School (School Development and the Management of Change Series, No 8)
35 demonstrate competence beyond the teacher’s expectation they can be given a more demanding set of activities from the next level. The alternative to this view of differentiation that has been adopted by the other two development groups is to differentiate by outcome. This implies that teachers will be required to decide, on the basis of provided criteria, the level of performance of the children at the end of each task. The children will all engage in the same task, but the task will be organized so that a range of responses is possible.
What kind of evidence is acceptable? What observable difference is there between understanding and internalization? The fact that teachers clearly believe there is an important difference is indicated by some of our sample survey schools sending us similar methods of recording as part of their schools’ assessment policy, ‘developing, assimilated, established’ or ‘has been taught, capable of, mastery of. Considerable debate must take place amongst staff if these phrases are to be interpreted with any degree of consistency.
The Times Educational Supplement (22 June 1990) reported on the concerns expressed about the implications of standard assessment for bilingual children. A 7-year-old whose first language was Punjabi could not be fairly tested alongside a child whose first language was English, it was argued. Community languages such as Punjabi were in danger of being regarded as of low status in such a context. Ruth Sutton offers another view of differentiation: Some teachers find this idea baffling, but it’s pretty basic really.