This document is a reflective article by Theresa Lowry-Lehnen on monitoring and assessment of students during her teacher training. It discusses monitoring and assessment as a continuous process that provides feedback to improve student performance. Throughout her training, Theresa gained experience in formative, summative, diagnostic and evaluative assessment. This included maintaining records, communicating with parents, and using assessment to improve her own teaching. Theresa learned that effective monitoring and assessment enhances learning by providing feedback, involving students, and focusing on quality over quantity.

1. Theresa Lowry-Lehnen PGCE (QTS- Qualified Teacher Status) 2005
Monitoring and Assessment in Secondary Schools
Reflective article on the Monitoring and Assessment of Students work during my Teacher
Training at St Mary’s University Teacher Training College London and Partner Schools
Theresa Lowry-Lehnen
Monitoring and assessment is a continuous process and an integral part of both teaching and
learning. It is not just concerned with measuring what pupils can do, but is also a system of
continuous feedback and interaction between teachers and pupils which aims to improve student’s
performance by taking learning forward.
The purpose of monitoring and assessment is fourfold: formative (assessment for learning),
summative (assessment of learning), evaluative and diagnostic (Ward 2004). Understanding its
purpose and correct application allows teachers to improve planning and teaching processes which
ultimately enhances the learning opportunities, potential and outcomes for pupils. Assessment
centres on pupils and their levels of attainment and progress. However, as a method for improving
teaching and learning and overall school effectiveness, it provides more than just a record and
measure of pupils’ academic progress. It is also a system of continuous feedback and interaction
between teachers and pupils which aims to improve students’ performance by taking their learning
forward. Furthermore, effective monitoring and assessment, combined with good record-keeping,
is crucial for any meaningful communication with pupils, parents and carers and other
professionals.
Throughout this academic year, every opportunity was taken to increase my knowledge, and
understanding and improve my practice in monitoring and assessment: I attended University
lectures (HEI 2004a; HEI 2004b; HEI 2004c; HEI 2004d; HEI 2004e; Ward 2004), consulted
relevant literature, journal articles, official government documents and reports (Assessment
Reform Group 1999; Black & William 1998; Black et al 2002; Black et al 2003; Chitty 2004;
Dearing 1996; DfEE 1996; DfEE 1997; DfEE and QCA 2000; DfES 2003; DfES 2003a; DfES
2003b; DfES 2004; DfES 2004a; DfES 2004e; Docking 2000; Ellis 2004; Kyriacou 1997;
Kyriacou 1998; Le Versha & Nicholls 2003; OFSTED 2004; Sadler 1989; TGAT 1998;
Tomlinson 2004; Wragg 2001) and attended specific workshops about coursework assessment
(Joyce 2004). I booked individual tutorials with the school’s Director of Assessment and my
mentor at my first placement school, and attended a lecture on target-setting at my present school
which informed me how the formal assessment of pupils’ learning contributes to local and national
school data and how this data is used to set clear targets for pupils’ achievement (Burke 2004;
Petty 2004; Merrit 2004) (Reflection- Appendix- section 12). I have also consulted and abided by
the assessment policies of both my placement schools (Carshalton High School Assessment Policy
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2. Theresa Lowry-Lehnen PGCE (QTS- Qualified Teacher Status) 2005
2004; St Philomena’s Catholic High School for Girls Assessment Policy 2004). (Refection-
Appendix- section 11).
This extensive theoretical background has informed my practice. Combining the underpinning
theory and the learning gained from observing the effective practice of others with my own
experience has greatly improved my own planning, teaching, record-keeping and reporting to
parents and carers.
The importance of monitoring and assessment is highlighted by relevant QTS Standards (S1.4, 1.7,
1.8, 3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6 and 3.2.7) (DfES 2003a; DfES 2004). As
these standards make clear, and as I have learned and shown, monitoring and assessment strategies
are necessary in order to raise standards of attainment and improve planning and teaching. Without
such strategies, there would be no effective method of recording the progress and attainment of
pupils against both local and national benchmarks, or providing essential feedback and
communication with pupils, parents/carers, and other professionals. Overall, the effective use of
monitoring and assessment greatly enhances teaching, planning and learning, thus improving
overall standards and levels of progress and attainment.
Throughout my teacher training, I have continuously made provision for and carried out
assessment for learning, which is the process of using classroom assessment to improve pupils’
learning and raise standards of attainment (Ellis 2004; Teachernet 2004). I have used assessment
for learning effectively by promoting pupils’ self-understanding, self-assessment and motivation
and helping them to improve their work by advising them on how best to approach future tasks
and achieve learning goals (Sadler 1989; DfES 2004; Kyriacou 1997; Teachernet 2004). Evidence
of my practice of assessment for learning can be seen in my mentor’s comments on my autumn
and spring profiles as well as the selection of lesson plans and evaluations (Appendix- section 6),
observation sheets (Appendix- section 2) and copies of my monitoring and assessment
records(Appendix- section 1).
My initial experience of assessment of learning, which focuses on pupils’ academic attainment
recorded in the form of grades or marks, was marking class work, homework and class tests
(Appendix – sections 3 and 4). I progressed through self-enquiry and the guidance of my mentors
in developing the knowledge, skills and understanding required to formally assess students
coursework (summative assessment) (Appendix- section 5) according to the specific awarding
bodies’ specification marking criteria (AQA 2004a; AQA 2004b: AQA 2004c: AQA 2004d).
Effective assessment of pupils’ learning combined with effective assessment for learning, enables
teachers to maintain records, as a basis for future planning, for monitoring progress and for
internal and external reports to colleagues, parents and other agencies (DfES 2004; Kyriacou 1997;
Petty 2005, Wragg 2001).
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3. Theresa Lowry-Lehnen PGCE (QTS- Qualified Teacher Status) 2005
I have also carried out assessment of my pupils’ knowledge, skills and understanding in practice
by visiting them at their work placements.. This proved to be a useful aspect of monitoring and
assessment as it revealed that many pupils who did not necessarily apply themselves in class could
be seen in a different light in a practical environment where they often successfully combined
theory with practice, showed keen interest and demonstrated their ability to improve and apply key
skills. My personal observations and assessments confirmed how certain students who showed
little interest in traditional academic work flourished when they discovered direct relevance within
an area of their interest. Speaking directly to employers about the pupils’ work in practice also
confirmed that work placements can transform certain students, bringing out abilities and fostering
interests which had not been obvious in previous academic records.(Evidence- Appendix- section
10)
I have maintained systematic records of my pupils’ attendance, behaviour, academic progress,
efforts, attributes and achievements (Appendix- section 1), and gained an understanding of the
importance of maintaining accurate records as a basis for reporting to pupils, parents/carers and
other professionals. I have carried out successful parent-teacher consultation evenings this
academic year (Appendix – section 7) and written school reports (Appendix- section-8) where I
communicated positively, effectively and sensitively with the pupils’ parents and carers on their
children’s achievements, recognising their rights, roles and responsibilities and the valuable
contribution they can make to their children’s learning and education. I have also taken
opportunities to consult with parents/carers through the pupils’ diaries/planners, letters (Appendix-
section 9) and telephone conversations, positively on pupils’ efforts and good work and sensitively
on such issues as absenteeism, poor behaviour, lack of progress and lack of effort, having first
referred to my mentor for guidance relating to such matters. Referring to the school’s policy
regarding consulting with parents and carers and carrying out wider reading informed my practice
(DfES 2004c; DfES 2004d; Kyriacou 1997; Kyriacou 1998; St Philomena’s 2004).
League tables and statistics hold value with regard to the diagnostic and evaluative purposes of
assessment (Appendix –section 12). They allow comparisons on local, regional and national levels
and can function as ‘warning signals’ where teaching and learning appears to be sub-standard.
Equally, they can be an incentive for continuous improvement. However, both teachers and pupils
should place greater emphasis on assessment as a means of enhancing their own teaching and
learning processes. Applied effectively on such individual and local levels, assessment can have
the greatest impact, and that in turn will be reflected in league tables and local, regional and
national statistics.
I have learned that the key factors in improving teaching and learning through monitoring and
assessment include providing effective feedback, involving pupils in their own learning, adjusting
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4. Theresa Lowry-Lehnen PGCE (QTS- Qualified Teacher Status) 2005
teaching according to true assessment results, recognising the influence assessment has on pupils’
motivation and self-esteem, and the need for pupils to be able to assess themselves and understand
how to improve (Black & William 1998; HEI 2004a,HEI 2004 b, HEI 2004c, HEI 2004d, HEI
2004e; QCA 2004). It is important to understand that quality of learning should be valued above
presentation and quantity. Equally, effective assessment feedback must not be used in such a way
as to lower the self-esteem of pupils by comparing them negatively with more successful learners.
It should help pupils to progress and improve rather than serve managerial and statistical purposes,
and it should focus on giving support and advice rather than making judgements. Effectively
applied monitoring and assessment enables teachers to become advocates for their pupils and to
use planning and teaching processes in order to enhance their pupils’ learning and understanding.
Monitoring and assessment should not be a bureaucratic exercise, rather it must serve the purpose
of focusing minds and resources on the most important task of all, that is providing the best-
possible education and maximising learning opportunities, potential and outcomes for each
individual pupil.
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5. Theresa Lowry-Lehnen PGCE (QTS- Qualified Teacher Status) 2005
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