School Of Education Program Assessment Development

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Developing Professional Practice through Professional Enquiry in this level 10 assignment involves critically reviewing literature (theory, research, and policy) focused on a specific area of your professional practice, and identifying an appropriate classroom intervention for professional development. The assignment is divided into two parts:

Part one (approximately 2500 words): Identify an area of professional practice based on placement evidence, reflect on intervention choices informed by placement experiences and relevant literature, and critically review literature related to the chosen intervention, including policy and research. Develop a rationale for your chosen intervention.

Part two (approximately 2500 words): Reflect on the implementation and impact of the intervention concerning classroom experiences, relevant literature, and your professional development. Conclude with next steps for further professional growth.

In addition to these core parts, the assignment requires a clear structure with a contents page, proper formatting, appropriate headings/subheadings, accurate referencing (Harvard style), and inclusion of a word count. Appendices should be referred to within the main text and are not included in the word count.

Paper For Above instruction

The development of effective classroom practices through professional enquiry is essential for continuous professional development (CPD) among educators. This paper critically examines a specific intervention rooted in classroom practice, critically reviewing relevant literature, policy, and research, and reflecting on practical implementation and future professional growth.

Introduction

Effective teaching strategies are fundamental to student learning and engagement. As educators, engaging in professional enquiry allows for reflective practice and evidence-based improvements aligned with policy initiatives like the Department for Education’s focus on pedagogical research and classroom innovation (DfE, 2020). This paper focuses on the use of formative assessment as a pedagogic tool to enhance learners' active engagement and achievement, a topic grounded in recent educational policies and empirical research. The choice of formative assessment stems from placement experiences where student engagement varied, prompting a need for more targeted, evidence-informed practice (Black & Wiliam, 1998).

Part One: Critical Literature Review and Rationale

Identifying the Area of Professional Practice

My placement experiences revealed inconsistent levels of student engagement and understanding during lesson delivery. Reflective practice highlighted formative assessment as a potential intervention, supported by literature emphasizing its role in improving learning outcomes (Hattie & Timperley, 2007). The decision was influenced by observing both positive and less effective practices in my placement context, prompting me to explore formative assessment strategies more systematically.

Review of Literature

Theoretically, formative assessment involves ongoing feedback that informs both teaching and learning, serving as a diagnostic tool to identify learner needs (Black & Wiliam, 1999). Empirical studies corroborate that formative assessment significantly impacts student achievement, especially when coupled with clear learning goals and learner self-regulation strategies (Shute, 2008). Policy documents such as the UK’s "Teachers' Standards" (DfE, 2013) underscore the importance of assessment literacy and formative approaches in effective teaching.

Research by Wiliam (2011) advocates for formative assessment to foster a classroom environment conducive to active learning, while Horn, Little, and Serban (2015) demonstrate its role in closing achievement gaps. Conversely, barriers include time constraints, lack of training, and resistance to change among educators (Black et al., 2010). Therefore, effective implementation requires pedagogic clarity, teacher development, and institutional support.

Critical Reflection on Policy and Practice

Policies emphasizing evidence-based practice align with the use of formative assessment. However, translating policy into classroom practice remains complex. In my context, insufficient training hindered effective deployment, echoing literature findings that professional development is pivotal (Guskey, 2000). This underscores the importance of targeted CPD to facilitate sustained change.

Rationale for Intervention

The choice of formative assessment aligns with aims to foster learner independence, improve achievement, and promote reflective practice. Based on my placement data and literature, I propose integrating self-assessment and peer assessment strategies to enhance learner engagement. This intervention is adaptable, supports differentiated learning, and aligns with policy directives promoting formative assessment (Ofsted, 2019).

Part Two: Reflection and Future Development

Implementation and Classroom Experience

The intervention involved introducing peer and self-assessment routines during lessons. Initially, students exhibited resistance due to unfamiliarity and perceived increased workload. Over time, with scaffolding and explicit guidelines, engagement improved, and students demonstrated increased awareness of their learning processes (Nicol & Macfarlane-Dick, 2006).

Analysis of Student Responses and Literature

Student feedback indicated increased motivation and understanding of criteria, consistent with literature on formative assessment’s motivational effects (Wiliam, 2010). Classroom observations confirmed improved participation and peer collaboration. However, some students continued to struggle with self-evaluation, highlighting the need for sustained modelling and teacher feedback.

Implications for Practice

This experience underscores the importance of ongoing teacher professional development focusing on assessment literacy. Implementing formative assessment requires careful planning, clear communication, and a supportive classroom environment. Future practice should include regular reflection sessions for students to refine their self-assessment skills and for teachers to adapt strategies.

Next Steps for Professional Development

To embed formative assessment effectively, I plan to undertake further CPD focused on assessment for learning techniques, including peer coaching and collaborative planning. Additionally, engaging with educational communities and research networks will support ongoing learning and sharing of best practices.

Conclusion

In conclusion, professionally-enquiry-driven interventions like formative assessment hold significant potential for improving classroom practice and learner outcomes. Critical review of literature and reflective practice demonstrate that successful implementation hinges on targeted professional development, institutional support, and active learner engagement. Further research and continued professional growth will be essential in refining these approaches to optimize their impact.

References

• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
• Black, P., & Wiliam, D. (1999). Implementing formative assessment. Theory into Practice, 38(1), 3–11.
• Department for Education (DfE). (2013). Teachers’ standards. UK Government.
• Department for Education (DfE). (2020). Unlocking potential: Transforming secondary assessment and accountability. UK Government.
• Guskey, T. R. (2000). Evaluating Professional Development. Corwin Press.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• Horn, I. S., Little, J. W., & Serban, T. (2015). Developing teacher expertise: Toward a research agenda. Educational Researcher, 44(7), 373–387.
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning. Studies in Higher Education, 31(2), 199–218.
• Ofsted. (2019). Education Inspection Framework. UK Department for Education.
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
• Wiliam, D. (2010). Assessment for Learning – Why, What and How? Educational Assessment, Evaluation and Accountability, 22(2), 101–110.
• Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.