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Regarding Teacher Expectation: Where bilingual children are unable to meet the demands of the National Curriculum, and are apparently underachieving, certain questions need to be raised regarding teacher expectation, staff perceptions of bilingualism as well as the provision of adequate and appropriate support. 'Assessment is affected by teacher expectations and children's confidence and so where both are realistically high teachers will be presenting children with the best possible opportunity to do well' (Browne 1996, p. 166).
Another difference between Baseline Assessment and the other national assessment tests is that there is an expectation that the curriculum provision will be based on the results of the assessment information. This is due to the riming rather than the purpose of the assessments. All other national assessment tests are completed at the end of a stage and are intended as a snapshot of performance in some aspects of the programmes of study to summarise the pupil's achievement before moving on to the next key stage. In most cases it is the quality of teacher that is addressed when a detailed item analysis of end of key stage test results is completed. The cohort of children has moved to other schools or departments making it difficult to communicate these findings to the next teacher.
After a few days the teacher noted that Eleanor was fairly comfortable in school and was happy to talk about the games she was playing. The teacher noted: 'Eleanor enthusiastically told me the names she had given to all the plastic play people/
After about a week Eleanor began to greet the teacher when they met in the morning and she usually had some news to report. The teacher felt that this was a good sign that Eleanor was settling in well.
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