7 Strats Ch 1.pdf The Key Differences Between Summative And Formative Assessments It’s not a stretch to say that assessment is a hot button issue in education; however, you’d be hard pressed to find an educator who doesn’t see the value in measuring student progress. Assessments themselves have been vilified, when, in fact, it’s why assessments are given and how the data is used that is really the issue. The Glossary of Education Reform gives this great overview of what high-stakes testing is and how it impacts students, teachers, and schools. Basically, high-stakes testing has consequences for the test-takers and givers—sometimes in the form of a high school diploma, grade advancement, and even teachers’ salaries. Let’s take a look at what assessment is, why it’s important, and how it can be delivered in the classroom in a useful manner. What is assessment? Assessment is the measurement of what students are learning. Why do we do it? The information gleaned from assessments is extremely valuable. Assessment Basics Types of Assessment Question Types Delivery Methods
Formative Assessment Definition Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support. The general goal of formative assessment is to collect detailed information that can be used to improve instruction and student learning while it’s happening. What makes an assessment “formative” is not the design of a test, technique, or self-evaluation, per se, but the way it is used—i.e., to inform in-process teaching and learning modifications. Many educators and experts believe that formative assessment is an integral part of effective teaching. Reform Debate
The lessons to be learnt from three recent high profile child abuse cases Daniel Pelka (Credit: Rex Features) In less than a month two high profile serious case reviews and a criminal trial have concluded, which all involved a mother killing one of her children, despite the involvement of several agencies in the child’s life. The first was the case of Daniel Pelka, a four-year-old living in Coventry who was singled out for abuse and neglect by his mother and her partner until his death from a blow to the head in March 2012. The second was the case of Keanu Williams, a toddler living in Birmingham who died with 37 separate injuries on his body, inflicted by his mother in early 2011. The last was the conviction of Amanda Hutton in Bradford Crown Court for the severe neglect and manslaughter of her four-year-old son Hamzah Khan. The boy’s mummified remains were found in his cot in September 2011, two years after his death in the squalid flat where other children were living. Tucker is hopeful that more multi-agency safeguarding hubs (MASH) will provide a solution.
Child Protection Children Act 1989 While the protection of children from harm has always existed in legislation in some form throughout the 20th Century, the Children Act 1989 is seen as the first significant law which put in place most of the child protection structures and principles we use today. These included ensuring the needs and safety of a child is always put first, that professionals should initially attempt to work with parents to keep the child safe and that children should always be placed with their own family rather than in care unless it would put them at risk of significant harm to do so. However, numerous child abuse cases over the previous two decades have prompted a series of overhauls to child protection procedures. Victoria Climbie, Every Child Matters and The Children Act 2004 The most high profile case was the death of Victoria Climbie in February 2000. Jessica Chapman, Holly Wells and Vetting and Barring Baby P, the Second Laming Report and Working Together to Safeguard Children
Impact Victoria Climies death had on safeguarding children legislation - Silkysteps early years forum - planning ideas for play This info may help you too its taken from this website In the aftermath of her death and the court case convicting Kouao and Manning of murder, Lord Laming was instructed to undertake an iquiry into the circumstances leading up to Climbie's death and make recommendations on how the system should change. As a result of this report the government published a green paper entitled "Every Child Matters" and consequently passed the Children Act 2004. The changes it put in place included scrapping child protection registers in favour of child protection plans and creating an integrated children's computer system (ICS) to ensure information was more routinely and robustly collected. Structural changes included creating the post of a director of children's services in each council who would ultimately be accountable for the safety of all children in their area.
Baby P legacy five years on: what has been the impact on child protection? | Social Care Network 11 November 2008 was a significant date for all who give their working lives to protecting children. It was the day when three adults were found guilty of causing or allowing the horrific death of a seventeen-month-old little boy. And it was day one of the extensive media reporting about Baby P. Within a day the media had turned its attention, its vengeance and vilification away from the adults who were held accountable for this terrible crime. But the impact has been much more widespread. The workloads of those who remained increased year on year. And then there are the public sector cuts. As if it could not be made much worse, the government has also churned up the NHS, undermined communities of schools, and is about to do the same with the probation service, with the focus on fragmentation and competition rather than collaboration and cooperation. So five years on from November 2008, where are we at in England in protecting children? Why not join our social care community?
How safeguarding has changed in the years – Savile and Co would never get close to kids now | Harmony House Posted by Mark Raw in Childcare Industry Harmony Childrens Services I am trying to keep a healthy distance from the whole Jimmy Savile, and no doubt others, scandal as there has been so much on it already and no doubt more to be said in later weeks as hopefully all of it comes out in to the open. It was, it seems, somewhat a quietly acknowledged fact that this behaviour occurs/ed at this level of unquestioned celebrity status and more so was allowed to continue without checks. All except the ill feeling he caused to the Children in Need producers, who have saved numerous children, from this county and maybe others from his evil actions and life long damage caused. A good I read shows the time line of how child protection and what is now know as Safeguarding has developed, but it should have shown its real roots in the first prosecution though the Cruelty to Animals Act where it all started.
Benefits of multi-agency working | Early intervention | The Safe Network Multi-agency working provides benefits for children, young people and families because they receive tailor-made support in the most efficient way. Multi-agency working provides benefits for children, young people and families because they receive tailor-made support in the most efficient way. The benefits of this include: early identification of any issues and intervention easier or quicker access to services or expertise improved achievement in education and better engagement in education better support for parents children, young people and family’s needs addressed more appropriately better quality services reduced need for longer-term or more specialist services. How would small organisations contribute to multi-agency working? We all share the responsibility to safeguard children and protect them from harm. However, your support to children and their families does not stop there.
What happens when safeguarding goes wrong ? High profile abuse cases There have been a number of high profile cases involving abuse such as Steven Hoskins or the Hounslow case and all cases have provided important lessons. Steven Hoskins Five people 'befriended' Stephen Hoskin, an extremely vulnerable man with an IQ in the bottom 0.4%. Steven Hoskins.pdf (1 page, 9kb) Hounslow case The Hounslow case concerned the failure of the local authority to protect two adults with learning disabilities. Hounslow case.pdf (1 page, 10kb) South Tyneside South Tyneside was criticised by the Local Ombudsman for failing to implement No Secrets procedures, resulting in two older people suffering 'harassment and fear while living in what should have been a supportive environment'. Margaret Panting Margaret Panting was 78 years old when she died in July 2001, just weeks after moving to live with her son-in-law Peter Biggin and her teenage grandchildren at their home in Normanton Springs in Woodhouse.
Child Protection Timeline | A history of Safeguarding A history of by the Safeguarding Children e-Academy Pre 1600s Orphans were the responsibility of the church, many orphans were sent to become apprentices in a process called 'binding out'. The Poor Law introduced a basic social security system. Thomas Coram established the Foundling Hospital for the "Education and maintenance of exposed and deserted young children". The Factory Acts sought to limit the number of hours and improve the conditions in which children worked. The workhouse system was introduced to combat destitution. The Custody of Infants Act assigned custody of under 7s to their mothers. The age of compulsory school attendance was introduced for the ages of 5 to 12 year olds. The first Barnardo's home for destitute children was founded. The age of consent was raised from 12 to 16 years old. The Prevention of Cruelty to and Protection of Children Act or 'Children's Charter' was passed by parliament. The Prevention of Cruelty to Children Act allowed children to give evidence in court.
What do you think of the new national curriculum? – open thread | Teacher Network Today's launch of the new national curriculum sees five year-olds being taught about fractions and writing computer programs, Sir Winston Churchill returning to the history syllabus and 3D printers being installed for use in every design and technology department through the land. Only, as @Educationchat points out on Twitter, not all schools will have to use the new 'national' curriculum. He tweeted: "So the new national curriculum is the best thing to use to drag our country up to the rest of the world. But academies don't have to use it?" Prime minister David Cameron says the revised national curriculum is "rigorous, engaging and tough" and is exactly the kind of thing he would like his children to be learning. But the profession was less enthusiastic. What do you think?
Schools not ready for new national curriculum Most schools are not ready for the new national curriculum, a union survey suggests. More than six out of 10 teachers said their school was not “fully prepared to teach the new curriculum” – which is supposed to be introduced this term – in the poll of 618 primary and secondary teachers carried out by the the Association of Teachers and Lecturers (ATL). Just two out of 10 respondents said their school was fully prepared for the changes, while more than eight out of 10 said they did not think teachers had been given enough time to implement it. Nansi Ellis, ATL assistant general secretary, said: “It is shocking, but not surprising, to find that fewer than a quarter of teachers feel that their school is prepared to teach the new curriculum that starts in September. “The government has rushed through the biggest change to the national curriculum in a decade, with key changes to English and maths at primary level. “Removing assessment levels from the curriculum is also worrying teachers.”
'Tough and rigorous' new national curriculum published Sweeping changes have been made to government proposals for teaching English, history and modern languages in schools – leaving a spaghetti-like tangle of overlapping course content for teachers and pupils to digest. Under the new national curriculum published on Tuesday, schools will have more choice over which languages they can teach; the much-criticised British emphasis in history lessons has been pared down; and the teaching of spoken language skills is restored to English after an outcry at its removal in the initial draft. ICT has been dumped in favour of computing, and the teaching of word processing will be dropped in favour of allowing five-year-olds to create and test their own computer programs. The changes follow what the Department for Education (DfE) described as "unprecedented levels of interest" in the draft documents, published in February. David Cameron defended the redesigned curriculum. The curriculum applies only to state maintained schools in England.