“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”. Wren identified that, there is a vast amount of difference within a class of children; therefore, teachers must ensure that assessments are differentiated for each child; the Access Centre adds depth to this, they suggested that...
“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”.
Wren identified that, there is a vast amount of difference within a class of children; therefore, teachers must ensure that assessments are differentiated for each child; the Access Centre adds depth to this, they suggested that individual needs can be determined through on-going assessments (formative assessment), therefore, it is important for teachers to constantly be assessing. In further addition to this, Assessment Reform Group points out that assessment for learning can be used to enable children to progress further in all areas of learners, therefore, all children should be able to achieve their potential due to these specific assessments.
Teachers use these assessments to inform and adapt future teaching, Johnson identifies that formative assessment (assessment for learning) is an on-going assessment and can potentially make teaching and learning more effective, with better outcomes. In relation to interventions, Richards and Leafstedt define interventions as, a concentration on a small group of children with targets similar to each other and it is taught explicitly.
