By Stev Kennewell
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Extra resources for A Practical Guide to Teaching ICT in the Secondary School (Routledge Teaching Guides)
This is the real reason that assessment must be planned into the whole scheme of activity and must be designed so that, besides giving an indication of current skills and knowledge, it highlights how work might be improved. 2 Assessment events in a lesson 1 2 Observe a lesson and note the assessment events (or possible events) that occur. Talk to the teacher after the lesson about why they chose to do what they did in terms of assessment. Consider a lesson that you have taught recently and try to identify the forms of assessment that you used in that lesson.
Was behaviour affected by events before the lesson? Was the lesson interrupted? Were there any environmental factors that influenced the quality of the lesson? Was the temperature in the room too high or too low? Was the noise outside the room distracting? ) How effective were the differentiation strategies you used? (See Capel et al. ) Did you meet the needs of every pupil? How do you know? Was your questioning effective? Did you plan your questions? Did you mix open and closed questions? Did you target some pupils?
Was the lesson well-paced? (See Capel et al. ) Did the pace vary? Were your planned timings realistic? Why? Or why not? Were the pupils interested/motivated during the lesson? For how much of the lesson were pupils on task? Was the amount of work produced appropriate? Were they only interested in parts of the lesson? Were transitions managed effectively? Did you signal these clearly? Did pupils move between computers and desks safely? Did they engage in new tasks quickly? What evidence was there of pupil errors and misconceptions?