Task 4 TP

Task 4: Documenting the function and general orientation (e.g.
formative,
summative) of the assessment tools applied in the setting.
Objectives:
For student teachers to:
Continue to develop positive working relationships in the classroom with both the teacher and
the children by acting as a TA within the classroom under the direction of the MST.
Contribute to the management of the daily class schedule.
Discuss with your MST your planning for today (See Table 6 for an example planning
template and Appendix 1 for a completed example) and any resource needs. Identify who
will monitor each group during activities.
Implement and evaluate one input session with clear learning outcomes linked to the
prevailing curriculum supported by four activities differentiated to three ability levels.
Document evidence of learning with clear reference to the learning outcomes detailed in
your lesson planning.
Implement the planning, implementation, assessment cycle. Discuss the success of the
input session and the differentiated activities in terms of the achievement of learning
outcomes by the children. Modify your planning for next week in the light of this discussion.
Document this in your Journal and rewrite your lesson plan accordingly.
Discuss aspects of your own performance with specific reference to your own personal
targets and the teaching practice competences with your MST. Reframe your personal
targets in the light of this discussion. Document this in your Journal and rewrite your lesson
plan accordingly.
Meet with the Foundation Stage coordinator or class teacher as appropriate to determine
the function and general orientation (e.g. formative, summative) of the assessment tools
applied in the setting. Devise questions to identify how assessments are implemented and
communicated to relevant parties and document her answers. See Fig (i) for example
questions.
Continue to develop a class list and write something positive about each child that will
help you to remember them. Talk to the child to get an idea about who they are; their likes,
dislikes etc. (Table 4)
Be prepared! Have at least two familiar stories to read and a number of songs, circle time
activities ready in case you need them. Take the initiative!
Procedure:
You will need:

the ECE MST Guidelines
the Teaching Practice Tasks booklet for Practicum 3b
Your lesson plan for today, draft plan for next week and associated resources
Table 4: Class List
Table 6: Daily Planning Sheet
A list of questions to determine the function and general orientation (e.g. formative,
summative) of the assessment tools applied in the setting and how and when they are
implemented and communicated to relevant parties. See Fig (i).
a digital camera
TP Journal Guidelines
UK EYFS Stage Curriculum Guidance document
UK EYFS Stage Profile
Before implementing these tasks:
Discuss each of these tasks with your MST. (Ask for permission to take photographs.)
Whilst implementing the Tasks:

Make notes about any areas of interest or issues you would like to discuss with your MCT
and/or MST.
Photograph any other interesting displays, activities, resources for your portfolio.
Locate and identify classroom and/or shared resources that are specific to a particular
curriculum area e.g. mathematics, science, art and craft.
After completion of the tasks:

1. Clearly label and store all school planning, documentation and artifacts in your TP portfolio.
2. In conjunction with your peers, review your ideas / draft plans for the next input session and
the type and range of activities you will devise to support them.
3. Continue to expand Table 4: Class List.
4. Submit Table 6 Planning Sheet with:
personal comments on the implementation of the plan and the achievement of

learning outcomes and recommendations for the next lesson
comments made by the MST, MCT or TA on your teaching performance and any
recommendations they make
and critical reflection on the achievement of personal targets with suggestions for
future action.
5. In conjunction with your peers, use the information obtained during your interview with the
Foundation Stage coordinator and/or class teacher documented in Fig (i) for a Coursework
assessment.
6. Submit your TP Journal and responses. Refer to your own personal targets and the TP
competencies and note which of these you have addressed today and which you feel you
still need to work on.
Implementing integrated skills activities

Fig (i)
Example questions for the Foundation Stage coordinator or the manager of the preschool
setting to determine the function and general orientation (e.g. formative, summative) of the
assessment tools applied in the setting.
1. What types of assessment (e.g. formative, summative) are used in the foundation stage and in
which areas of learning do these assessments take place?
- In my school used both formative and summative assessment for KG 1, because I saw
MST used them.
2. How are assessments made e.g. via observations of children engaged in everyday activities
initiated by the child or on teacher initiated tasks / tests?
- Sometime the teacher observed the children during the activities and she used a check
list, and other time she gave children test about what she taught them.
3. When are assessments scheduled e.g. continuously or at specific points in the academic year?
- In the middle of the semester they assessed the children because they know the children
and in which level they are.
4. Who is involved in implementing and recording assessments e.g. teachers, teaching

assistants, children, parents?
- The teacher who assess the students in the classroom.
5. How are assessments moderated across the setting?
- The teachers put the questions and they put questions related to childrens levels not
above of their learning because I saw MST did the questions to assess children.
6. What form does this take e.g. computer generated profiles, mixed media profiles, written
reports, learning stories or a combination of forms?
- The school used computer generated profiles and put all children works in this profiles.
Also, they use written reports about each child in the school.
7. How are the results of these assessments documented and communicated to parents, teachers
and other stakeholders?
- The teachers show the parents their children result in different ways. For example, from
the check list, some notice, documentation, and their test.
8. What support is provided by the school and/or curriculum in terms of specific, measurable
assessment criteria e.g. sample assessments or vignettes that provide a contextualized
example of the attainment of a specific goal or objective?
- The questions on the assessment will be easy for KG students. The curriculum is specific
for KG children and depends on their level.

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Task 4: Documenting the function and general orientation (e.g.

You will need:

Before implementing these tasks:

Whilst implementing the Tasks:

After completion of the tasks:

3. Continue to expand Table 4: Class List.

4. Submit Table 6 Planning Sheet with:

personal comments on the implementation of the plan and the achievement of

Implementing integrated skills activities

4. Who is involved in implementing and recording assessments e.g. teachers, teaching

- The teacher who assess the students in the classroom.

5. How are assessments moderated across the setting?

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