I will be focusing on a pupil who is

I will be
focusing on a pupil who is in Secondary education. Child A is a 15 years old
pupil, who is currently in year 10, she is currently attending a Mainstream Secondary
school. The school that Child A attends is outside of London, the class has
approximately 26 children, one teacher and one teacher in training. Child A is
in a mixed ability class, the child also being mixed ability. Child A has no
disabilities or learning difficulties, and can speak English fluently, as the
child was born and brought up in England.  For the first two assessment examples, the
subject I will be focusing on is English. The third assessment example, I will
be looking at a piece of work from Religious Studies.

Assessment, according
to Black and Wiliam, in their article, ‘Inside the Black Box’, are activities that
teachers take on to assess pupils, and also by pupils, when they are assessing
themselves. Information is provided that can be used as feedback to alter and
modify the learning activities and teaching that teachers as well as students
are engaged in. for example, assessments become ‘formative assessment’ when the
critiquing of work is essentially used to adapt the teaching and work to meet
the needs of the pupils. (Black, P. and Wiliam, D., 1998)

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Formative
assessment touches on a vast range of methods that teachers use when they are
conducting evaluations of pupils learning needs, comprehension and academic
process whilst they are in a subject-specific class. Formative assessments
assist the teacher to recognise concepts that pupils may struggle to comprehend
certain skills they might be having difficulty with attaining, or learning
objectives they may not have yet achieved. Therefore, adjustments are made to
lesson plans, instructional techniques as well as teaching resources. (The Glossary of Education
Reform, 2014)

Formative Assessment is
the way teachers evaluate and give a detailed response to what the pupil has
done correctly and what may need improvements. From formatively assessing the
work of pupils, teachers can see what they may need to modify or alter in their
lesson plans. Formative Assessment is seen as an essential part of the teaching
and learning process.

Summative
Assessment, in contrast to Formative Assessment is the evaluation of pupil
learning, academic achievement, and whether pupils have acquired a set amount
of skills. These are graded once a project, assessment, course, semester or
school year have ended. One example of Summative Assessments is the use of assignments
and tests. These will be used to analyse and determine that pupils have learned
what they were required to, by achieving a respectable grade or percentage.
Summative does not mean the design of the test or assessment, but rather to see
whether pupils have gained knowledge on what they have been taught. (The Glossary of Education
Reform, 2013)

Summative
Assessments are also given at the end of an education period, to evaluate and
determine the learning progress and achievement, to evaluate whether
educational programs are effective, to measure progress toward improvement
goals, or to make decisions about whether courses or lessons have gone
according to set requirements and according to curriculum. (The Glossary of Education
Reform, 2013)

Summative
Assessments, when evaluated, results are recorded as grades, percentages and
scores that are stored into a pupil’s permanent academic record. Examples of
these types of summative Assessments are GCSE Results, A level Grades, courses
that are undertaken in College or University degrees. This is all a part of the
grading system. (The Glossary of Education Reform, 2013)

In the first example, the teacher is using dialogue to
critique Child A’s work. The teacher has formatively assessed