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1 Introduction
This Section is about assessment of trainees against the
Standards. There are a whole range of courses available for
trainees. Most of the resources here are for St Martin's Secondary
PGCE trainees but these could be adapted for undergraduates.
There are some resources for Primary PGCE trainees. These
will be updated and improved as more information becomes available.
There are several institutions with very good practice and
it would be useful for tutors to compare notes so they can
improve their own practice, if necessary.*
* If you would like to share your resources, please leave
your ideas in the forum relating to assessment (click the
Bulletin Board tab above)
or contact Aftab Gujral
directly.
2 Standards
This extract
from the TTA website shows what providers must do.
R2: Training and Assessment
All providers must:
R2.1 design the content, structure and delivery of training
to enable trainee teachers to demonstrate that they have met
the Standards for the award of Qualified Teacher Status;
R2.2 ensure that trainee teachers' achievement against
the required Standards is regularly and accurately assessed,
and confirm that all trainee teachers have been assessed against
and have met all the Standards before being recommended for
the award of Qualified Teacher Status;
3 Assessing secondary
science trainee teachers against the standards for QTS
The following sections show a series of audit, assessment
and tracking procedures followed by one secondary provider
(St Martin's) with additional material from GITEP (The Gloucestershire
Initial Teacher Education Parttnership) - much of this material
is generic across all subjects, but there is much, too, that
is science specific.
3.1 PGCE
Audit (Secondary)
Trainees will need to do an audit of subject knowledge which
can be initiated before they start (download 1) or as one
of the first things that trainees do when they start the course.
At St. Martin's they do the audit again at the end of the
Autumn term to see whether there are areas that still need
covering. The subject method sessions covered in the Autumn
term are fixed but the 18 sessions offered in the spring and
summer term are governed by the needs of the trainees.
3.2 PGCE Handbooks (Secondary)
These files contain details from the PGCE Handbooks (Secondary)
- the general one for all trainees and the one for Science
PGs. They provide the rationale for the way assessment is
carried out on the Course.
3.3
Training Logs for PGCE Students (Secondary)
There are two of these, one for each placement. These are
used:
- To keep a record of feedback on all lessons observed in
one booklet
- To ensure that targets set at the end of previous lessons
act as the focus for observation in the next lesson.
- To ensure that student progress can be followed easily.
The second school training log also contains a list of recommendations
for school based mentor sessions and a range of experiences
that we (the subject panel) think are appropriate for all
trainees in their second school placement. These suggested
mentor sessions were produced as a result of consultations
with experienced mentors, trainees and the subject working
panel.
There are blank lesson observation forms and a set of 'simple
lesson observation checklists' to help with those observers
who are not subject mentors or when mentors are really pushed
for time.
3.4 Tracking
Documents (Secondary)
These are to help the trainees and the schools track progress
against the standards. There are set points in the year when
trainees have a Professional Development form filled in. They
should keep their own record of what they think they have
achieved and what the evidence for this is. They should participate
fully in the assessment process. There are two occasions when
the trainees undergo a Tri-partite Review (involves trainee,
mentor and tutor). The first one, at the end of the first
placement, sets out the strengths and the targets for the
next placement, the second one is midway through the main
block placement and set out the targets for the final phase.
In Gloucestershire a mentor swap procedure is being
trialled, where the mentor from the second school visits the
trainee at the end of their first placement and observes a
lesson and its feedback with the first school mentor. The
process is repeated before the trainee returns to the parent
school for the summer term.
To support the mentoring process in school GITEP has drawn
up a list of 'Good Mentoring Practice' both for lesson observations
and for the one hour mentoring session the trainees have each
week in school.
3.5 Proformas
(Secondary)
This section contains a copy of the proformas used for the
formal lesson observations and also the 4 Professional Development
Forms. The PD forms include a section on Strengths and Targets
and also an Action Plan. The final PD form, PD 4, informs
the Career Entry Profile. Three copies are made of the PD
forms - one each for the trainee, school and College. Trainees
should participate fully in this process and should come prepared
to the sessions when these forms are to be filled in. They
need to bring their tacking documents, containing their notes
and evidence to help inform this process. (See also the section
on Tri-partite reviews in the attached handbooks above.
3.6 Assignments (Secondary)
The attached file contains the assignments that are set for
the St. Martin's Science PGCE trainees. There are 4 Science
assignments and the file includes sets of descriptors for
"A Good Assignment" and "A Weak Assignment".
There is also a General Professional Studies assignment which
all PGCE trainees have to do.
4 Assessment of Primary
Trainees
This file contains excerpts from the St.
Martin's PGCE Primary Handbook. The proformas for The Assessment
of School Placements (- QTS) can be found at http://www.ucsm.ac.uk/partnership.
The documents, which can be downloaded, contain all the proformas
to be used in conjunction with St Martin's primary teacher
trainees whilst on placement. They are used by Associate tutors
in the mentoring of students on block placements and serial
attachments.
There is also a file containing the Science assignment
Assessment of trainee's subject knowledge has been mentioned elsewhere - see Professional Issues/Teaching/ Teaching / misconceptions.
A report on how to assess students' subject knowledge was prepared as an ESCalate project.
Please click this link
or visit the ESCalate site
and search for subject audit.
5 Useful Websites
Downloads in this document:
This Section Prepared by:
This section created by Aftab Gujral, St. Martin's College,
Lancaster
The St. Martin's Resources have been kindly supplied by:
Alan
Knott (PGCE Science (Secondary) Course Leader),
Sam Twiselton
(PGCE Primary Course Leader) and
the St. Martin's College
Partnership Office.
Additional Materials by:
Keith Ross, University of Gloucestershire.
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