There is no single best approach in teaching. This new text challenges the idea that there is a ‘best way' to teach. Instead, the authors explain, a more pragmatic approach is required. Teachers need a range of skills and strategies to select from, work with and adapt. Every school, cohort, class and child is different. Beyond that, strategies that worked well with a class last week, may prove ineffective the next.
Chapter 6: Assessment
Teachers' Standard 6 – Make Accurate and Productive Use of Assessment
This section looks to support you with strategies that will enable you to develop your summative and formative methods of assessment, to help you both measure and support pupil progress. However, assessment overlaps with many other aspects of the standards, including the following.
- Setting appropriate goals to challenge pupils (TS1).
- Being accountable for pupil progress and attainment (TS2).
- Being aware of assessment arrangements and approaches for your subject (TS3).
- Using assessment to discern learners' strengths and needs, to appropriately support and challenge pupils (TS5).
You might equate assessment with marking, testing or examinations. Assessment is so much more than that.
Using assessment effectively is rather like undertaking a building project – whereas your ‘cowboy practitioners’ will use it ...