EBEA - Economics, Business and Enterprise Association

Assessment, monitoring and feedback - 8. Monitoring and recording progress in the classroom to set pupil targets and aid personalised learning

One way of thinking about learning, particularly as business or economics graduates, and particularly in the modern world in which schools are positioned, is to think about your role and your work in relation to the strategy of the organisation in which you teach (Johnson, 2008).  At the forefront, influencing the way in which your school or college operates, is a mission and then percolating down through the organisation are objectives, targets and intentions all designed to develop a desired state or future for the organisation, until finally they reach you, as a trainee or newly qualified classroom teacher, where ironically, as a professional tactician, you have to make decisions and do exactly the same as you orientate your teaching within the context of these needs and requirements in order to build a direction for each of the young people that you teach. This is one of the most difficult processes that any teacher has to engage in and can be particularly daunting. Having worked through these notes and activities , which can be downloaded from the links in the right hand column, trainees should: 

• be able to monitor and record the progress of students within the classroom
• appreciate the need to develop a personalised and structured approach to each learner’s learning and development
• understand how, on the basis of the needs of their learners, to be able to set challenging learning objectives
• demonstrate the ability to set challenging learning targets that aid their personalised approach to supporting learning.