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Extra resources for Assessment: A Practical Guide for Primary Teachers

Sample text

She is alert and looking out for children who may not be quite as far forward as she would expect. She expects to take time over Peter and any other child in her class who may need it. She is decisive; she acts to check on her observations, but she does not to jump to conclusions. She is respectful of the parents' or carers' knowledge and interest in their own children. She has built a reputation with them of being trustworthy and approachable. She thinks it important to work with the child and parents or carers and colleagues to avoid future problems.

She thinks that this is beginning to work, that he is making progress in using phonics in his reading. The teacher and Peter's mother agree that they will meet in a month's time to see whether any further action is needed. In this case, the teacher's knowledge about the reading process is secure. She knows how most children become literate. She is aware of the need for some phonic knowledge in the process of unlocking words. She knows what the children are expected to have learned at this point in their schooling.

She has built a reputation with them of being trustworthy and approachable. She thinks it important to work with the child and parents or carers and colleagues to avoid future problems. Her plans are thorough and thoughtful, fully part of her teaching. In this story the teacher worked within her own authority. Had Peter been less likely to make satisfactory progress, ASSESSMENT TYPES 25 she would have worked with her colleagues to devise a teaching, learning and assessment plan, an individual education plan (IEP) to meet his needs.

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