Assessment

l supporting students who take longer to understand ideas by providing further examples and demonstrations on the teacher computer or breaking down the constructs into smaller stages and moving on only when students are confident – suggestions are provided in the ‘Differentiation’ section of the lesson l peer-to-peer support through pair and group activities – the Student’s Book contains frequent paired (and some group) activities in the ‘Practise’ tasks. Assessment Learning objectives In the Teacher’s Guide, an overview of all the learning objectives is given at the start of each unit. The learning objectives (and codes) relevant to the Student’s Book themes are also given at the start of each lesson. These are paired with specific success criteria. It is good practice to share success criteria with students at the beginning of each lesson. This will ensure that they are clear on the focus of each lesson and what they are expected to learn. At the end of each lesson, and as part of the review, ask students to reflect on what they have learned and check their understanding against the success criteria. Formative assessment Formative assessment is a form of ongoing assessment that occurs in every lesson. It informs the teacher and the students of the progress that they are making, linked to the success criteria. Formative assessment is important because it means that teachers and students are continually reflecting on how the learning is moving forward. Where necessary, teachers can work with students during the lesson to support issues as they emerge. Formative assessment should be used to inform the next steps of learning, and may influence changes in planning and therefore the next lessons. Formative assessment is a cycle: finding out what students know, moving learning forward, finding out how that learning has changed (what they know now) and planning the next steps. Opportunities for formative assessment are flagged in the Teacher’s Guide lesson notes using the icon . As you review students’ responses to tasks in the Student’s Book, where you find students are still unsure, stop and take time to revisit a concept or skill, and change the activity or context. Move on to new learning once learning is secure. At the start of each lesson, suggestions for success criteria are given. The success criteria are used to assess the outcome of the learning that has taken place. The success criteria are, in effect, what the successful learning will look like once the learning objectives have been met. At the end of each unit in the Student’s Book, the ‘Evaluation’ and ‘What can you do?’ boxes also form part of the formative assessment process. The statements in the ‘What can you do?’ box match those in the success criteria used throughout the unit.Sample ©Hodder Education 7