By Lyn Overall
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Additional resources for Assessment: A Practical Guide for Primary Teachers
The understanding that adults have about learning is central to what happens with children in classrooms. To explore this, the chapter focuses on two approaches to learning which are modelled on the work of Louise Porter (see, for example, Porter, 2003, Chapter 2, 'Debates about Discipline'). The different approaches show how central the teacher's knowledge and beliefs about children and learning are. In one approach the teacher is very much in control of the learning; in the other the teacher's role is seen as informed guidance.
At the same time, however, the information must be honest. The aim of any reporting is to ensure that the transition is smooth and the pupil has an opportunity to make a good start with their new teacher. There is a case to be made for the ownership of any records being the pupils. This is something that is at present unusual. It is worth considering whether or not the pupil should know what the teacher has said about him or her. Case study: managing assessment in a nursery infant school As an illustration of how the above might work in practice, a case study has been included.
This information gives the new class teacher a good start in organizing the classroom and planning the level of the work. However, children change over the summer and work differently for different teachers so the first few weeks will be a time of getting to know the class by collecting lots more information. This will be a delicate balance between providing new work and checking up on knowledge already held. Lessons will have a flavour of review and move-on and the teacher will be recording observations to create his/her own picture of the learner.
Assessment: A Practical Guide for Primary Teachers by Lyn Overall