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  1. Please find below the details for 1 assignment:


    Subject – Education 

    Type of doc – Folio ( consist of part A and B) 1500 words

                         Part A is 900 words

                         Part B is 600 words





    The purpose of the Folio task within this unit is to enable you to demonstrate your knowledge and skills across the range of activities involved in teaching English in the primary classroom. By completing both parts of the Folio, you will generate evidence of your capacity to plan and assess English units and lessons that reflect current curriculum documents and contemporary pedagogical approaches, analyse assessment strategies, and evaluate principles and strategies for reporting student achievement.

    In this first Folio submission, the focus is on your knowledge of the purpose, benefits, limitations and constraints of a range of forms of assessment appropriate for English.

    Related learning outcomes:

    This assignment will help you achieve the following learning outcomes:

    • analyse a range of assessment strategies and record keeping instruments within English in terms of their purpose, benefits, limitations and implementation constraints
    • evaluate principles and strategies for reporting student achievement within English.



Subject Learning Strategies Pages 12 Style APA


Assessment 2: Assessment of Writing and Reading Strategies


EDU70007 Assessment 2 Template


What is being assessed?


How is data collected?

How is data used by the teacher?

Critical evaluation

#3 Peer Assessment

What is being assessed?

·   Work done by the students

·   Behaviour and skills of students

·   Faithfulness and honesty of the students

·   Ability of students to logically and critically reason.

·   Students’ self-confidence and self-reliance


·   Observation by the teacher on the assessment done by the students on their fellow students.

·   Portfolio reviews

·   Questioning

·   Interviewing the students

·   Using rubrics for guidance.

How is data used by the teacher?

·   It enables the teachers to instil a sense of self-confidence and self-reliance in the students.

·   It helps students to recognise their next learning steps.

·   Simplifies teachers’ work since it helps learners develop their understanding of the success criteria and learning objectives.

·   Helps motivate learners to continue advancing in their learning thus facilitates teaching.


·   Time consuming to plan and run since extra briefing time can increase a teacher’s workload.

·   May be tedious and involving both on the students and learners.

·   Learners will have an inclination to reward everyone the similar mark.

·   Learners feel ill-armed to embark on the valuation.

·   Learners may be hesitant to make judgements regarding their peers.



·   Offers additional relevant response to learners since it is created by their earls.

·   Inspires learner responsibility and involvement.

·   Inspires learners to reflect upon their contribution and role to the process of the team work.



#2 Phonemic Awareness Test

·   Articulation

·   Spelling

·   Confidence and courage

·   Vocabulary

·   Reading comprehension

·   Reading fluency

·   Spelling

·   Reading decoding

·   Alphabet knowledge


· Audio recording

· Template

· Symbols and ticks

· Checklist

· Interrogation about phonology and sounds



·Assists teachers to gauge mastery skills of their students.

·Helps the teacher to know the necessary skills that need to be imparted into learners so that they may develop good written language.

·By students being phonological aware at their early ages, they develop strong forecaster of future reading achievement.

·Facilitates the subsequent acquisition of reading skills


·   It may be expensive as it will consume much time to plan and conduct the test.

·   May be tiring and tedious where students have negative attitude towards phonology.

·   Phonemic awareness test lacks standardization.

·   It is quite demanding both on the teacher and the students.



·   It prepares students to have better public speaking skills.

·   It fosters students’ grasp of the principles of language.

·   It ensures that the students have good subsequent acquisition of reading skills.

· Checklist

· Interrogation about phonology and sounds

· Audio recording

· Template

· Symbols and ticks

·Helps a teacher to gauge the necessary skills that need to be taught to students so that they may develop good written language.

·   Helps teachers to evaluate their students ‘level of reading.

·   Helps the teachers to gauge mastery degree of their students.




·   Various linguistic texts can imply outcomes are not significantly detailed for individuals.

·   Time to take the examinations may not involve the learners who are limited by texts.


·   Allows teachers to identify mispronunciations and poorly articulated words to inform teaching to introduce prior knowledge.

·   Clearly displays learners’ language growth.

·   Allows teachers to figure out the best reading/learning strategy.


Andrade, H. & Valtcheva, A. (2009). Promoting Learning and Achievement through Self-Assessment. Theory into Practice, 48(12), 12–19.

Brown, S. Rust, C. & Gibbs, G. (1994). Strategies for Diversifying Assessment in Higher Education. The Oxford Centre for Staff Development, Oxford. Oxonion Rewley Press.

Clancy, M. & Hruska, B. (2005). Developing Language Objectives for English Language Learners in Physical Education Lessons. Journal of Physical Education Recreation and Dance, 76(4), 30-35.

Tompkins, G. B., Rithg, R., Pollard, M., Winsor, P. (2011). The reading and writing processes. In Language Arts: Content and Teaching Srategies. 5th Ed. Toronto, ON: Pearson. 136-148.

Yetta, G. M. (2000). Miscue Analysis for Classroom Teachers: Some History and Some Procedures. Primary Voices, 3(4), 234-241.



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