MODULE 10

Assessment Task
Research about the other assessment tools (AfL) for the SEN. Strengthen the
concept by taking the keynotes and make a reflective essay about the significance
of this assessment.

“AfL in SEN: Guide children with Rightful Response”

Upon conducting thorough research, I’ve found out a lot of AfL tools that
can be consumed for different kinds of learners. By the way, as John Hattie
describes it, AFL aids in making awareness and information ‘more accessible.’
AFL teaches students what success is and how they can further their own
performance to achieve it. One of the keynotes I want to stress is how feedbacks on
learning are very powerful to special educational needs. A prospective teacher
might ask what’s the important matter about having feedbacks in SEN. Teachers
and specialists should be mindful of the impactful impression that reviews, marks,
and grades can have on learners’ morale and motivation. They should provide
positive input as much as possible. That is why providing effective oral and written
feedback to children are to be compelled. But then I realized some written
feedbacks have been exercised as AfL in SEN. Now I decided to concentrate a
greater extent in Oral feedbacks. For instance, in oral feedback, the language used
in the classroom, especially the informal talk that occurs when children are
learning, sends clear messages to children about their ability. Any classrooms and
settings have modified the way they speak to children about challenges,
emphasizing that adversity ensures that new learning is taking place. Instead of
saying, “I know you are having difficulty with this. Don’t worry, I’m going to help
you”, teachers may begin to use language such as: ‘It’s making you think because
you are learning something you didn’t know before and I am here to help.’,
‘When you find something challenging, it is an opportunity to learn something
new.’, ‘This is how we learn. If everything is easy, it means you already knew
how to do it, so there’s no new learning.’ As a result of this language, children
became less afraid to make errors, more so with children who have special
educational needs and those with higher abilities had improved their self-esteem,
and children were now more willing to accept their difficulties. Assessment for
learning entails cultivating an ethos in a school or setting that encourages open
discussion about learning. This increases children's willingness not only to express
their self-evaluation. Whether of achievements or of areas for change or assistance
needed, but also to provide guidance to teachers, parents, and each other more
promptly.

In conclusion, Oral feedback is a highly effective source of feedback, but it

must be prepared for. Teachers should be well qualified in providing young
children with effective individual oral guidance. Observations in SEN routine can
serve as a good starting point for conversations with colleagues about creating
successful oral feedback. One of the most successful foci for feedback is
development and progress against the task's learning goal. This does not imply the
children to avoid errors, but rather perceive them as tools for growth and a focal
point for teaching and care. Any schools and special educational settings could
develop student dialogue groups as a way for students to express themselves in
spite of diverseness.