Project 1

Continuous assessment gives a clear picture of each child’s progress Educators observe different weaknesses
Educators can observe different strengths In the primary years, students are still not capable of taking full responsibility for their own learning – we need to give them the skills
Assessment is done through observation, watching how the child carries out the assigned task Students lack basic skills needed for amending their work
Formative Assessment helps identify any difficulties across the curriculum Particular learning objectives could be broken down into individual goals
It offers support for further improvement Certain topics are covered several times, whilst others are covered only once
Different approaches and methodologies are continuously practised to reach every student Teachers argue that administering and scoring assessment incur much paperwork and is also time consuming, which in turn reduces teaching time for lesson delivery
When intervention is required professionals can receive timely feedback on any developments
Since assessments are ongoing, pupils learn by repetition and a variety of hands-on activities It is important for students to be aware when assessment takes place, as refraining from doing so can hinder examination success
To assess, KGEs use individual communication with their students, therefore gaining valuable insights (this is beneficial  in all classes, not just in kindergarten) For assessments to be valid, these are required to be aligned to both learning objectives and goals

It would be better for the traffic light grading system to be displayed during all three terms on the MY SCHOOL platform

Educators can plan for different abilities Responsibility of class teacher to assess continuously and accordingly
Educators can cater for students’ individual needs Assessment is hard to calculate when tasks are given as homework, as this may be down with parents’ help
Through assessment, students are given the opportunity to show their understanding through different components Students’ self-assessment and editing their tasks require more training
Educators seek to receive clear guidance on how to approach struggling students
When different approaches are unsuccessful, students are referred for extra support When students in the upper years sit for examinations, they find it challenging to finish in a stipulated time frame due to lack of practice
Through continuous assessment, early intervention is required when difficulties arise
It would be beneficial for students to practice past papers in class It future it would be beneficial if continuity and consistency throughout different year groups were to be practiced in the assessment programme
Teachers would benefit from assistance by an SLT member for assessments to run more smoothly
A formative assessment could be included where the teacher can make an item analysis and provide a follow-up of this item analysis in class In the revised Action Plan for next year we have to decide what actions to take with regards to professional development and implementation.

Parents have also asked to be better informed at the beginning of the scholastic year on HOW (not when) Assessment will be taking place.