Essay from the year 2017 in the subject Romance Studies - Didactics,
University of Birmingham, course: PGDipEd Secondary (QTS) French,
language: English, abstract: In this discussion, I evaluate my practice
with regards to assessment and monitoring progress. I first consider the
relevant literature and explore assessment of learning and assessment
for learning, as well as suggestions for monitoring pupil progress.
Assessment for learning (AfL) is defined by Driscoll, Macaro and
Swarbrick as: 'formative assessment and the practical implementation of
this by teachers in classrooms'. Assessment of learning (AoL), often
referred to as summative assessment, 'identifies the standard of
attainment achieved at a particular moment in time'. I then discuss my
approach in my research design, followed by a critical evaluation of my
progress so far, supported by my documentary evidence. As a key part of
the teaching and learning process, assessment is a frequent focus in
educational research, both generally and specifically in modern
languages (ML). The Office for Standards in Education state that best
practice includes 'regular assessment of all four language skills',
while the Department for Education (DfE) make no specific mention of
assessment in the National Curriculum. This shows that there are
multiple viewpoints on the importance of assessment and monitoring.
