How has the use of ICT has enhanced the quality of learning and Essay

How has the use of ICT has enhanced the quality of learning and teaching across the curriculum at Key Stage3 - Essay Example The UK is hardly alone in asking these questions. Other countries such as Singapore and the United States have had similar government-led initiatives for investing in hardware, software, connectivity, content, and teacher training. Singapore’s Masterplan for Information Technology (IT) in Education was launched in 1997 with the aim to â€Å"continually anticipate the future needs of society and work towards fulfilling those needs† (SeokHoon, 2003, p.283). IT-based teaching and learning was envisioned as a means to â€Å"facilitate such development, and open possibilities for designing new curricula and methods of assessment to meet educational objectives† (SeokHoon, 2003, p.283). IT was also seen as a key enabler for â€Å"more effective education administration and support for communication and collaboration among schools and the community† (SeokHoon, 2003, p.283). The first Masterplan covered four key â€Å"dimesions† in achieving these objectives: (1) curriculum and assessment; (2) learning resources; (3) teacher development; and (4) physical and technological infrastructure (SeokHoon, 2003, p.284). After a five-year investment of two billion Singapore dollars by the Singapore government from 1997 to 2002, and strategic partnering with key industry players for hardware and content development, Singapore’s Masterplan was considered a phenomenal success. A second Masterplan has thus been created with the following goals: (1) Children will use IT for active learning; (2) IT will enhance the connections among curriculum, instruction, and assessment methods; (3) Teachers will use IT effectively for professional and personal growth; (4) Schools will have greater capacity and autonomy in the use of IT for school improvement; (5) An active research program in IT in education will be developed; and (6) A dependable and flexible infrastructure will promote widespread, effective use of multimedia resources

Microprocessor Architecture Essay Example | Topics and Well Written Essays - 1250 words

Microprocessor Architecture - Essay Example The Pioneer is intended as a 32-bit RISC processor. It has 32 general purpose registers which can be used for calculations. It can address 32 bit address space (4GB). On the other hand the MARIE architecture has a 16-bit CISC architecture. The Machine Architecture that is Really Intuitive and Easy, MARIE, was designed for the singular purpose of illustrating basic computer system concepts. While this system is too simple to do anything useful in the real world, a deep understanding of its functions will enable you to comprehend system architectures that are much more complex. Binary, twos complement data representation. Stored program fixed word length data and instructions. 4K words of word-addressable main memory, 16-bit data words, and 16-bit instructions 4 for the op-code and 12 for the address, a 16-bit arithmetic logic unit (ALU). Seven registers for control and data movement. Pioneer has an Input register size of size 32-bit and 32 possible outputs for out put. The â€Å"Y† bus may alternatively carry immediate data, created by a 16-bit value that may come from the instruction. Once the â€Å"X† and â€Å"Y† busses have data on them, any of the computational units my access that data and perform calculations on that data. Once the computational unit has accomplished the calculation, the result is placed on the â€Å"results† internal data bus, and a register in the register set may load the calculated value. The Address Generator is used to generate addresses, which can be used to access data within memory MEM [address]. It can be used as an index register. The address generator has the ability to adjust the index registers according to various controls and other registers (â€Å"Modify† registers) within the Address Generator. While MARIE has 8-bit input and 8-bit output register. Many have asked why should build an emulated MARIE computer when an excellent assembler, simulator, and data path simulator

Native Americans Essay Example for Free

Native Americans Essay Thesis Statement: A city of diverse religion, rich history and fast-paced developing economy, Memphis Tennessee continues to gain respect from locals and tourists alike. Introduction: With nearly 700, 00 estimated population; Memphis is Tennessee’s largest city, and the 19th largest city all throughout the United States. With settlements rooted from the early 16th Century, populace number continues to multiply with an interesting collaboration of white, black and Native Americans, even Asians and other races as per demographics. Strategically located at the center of the state, Memphis continues to target commerce from both the shipping and transportation industries. Innovations in infrastructure, interesting grounds for recreation and a home to reputable educational institutions; makes Memphis inviting enough for permanent settlement. 1. History and Geography a. History- Originally inhabited by native American Indians in the 16th Century, settlement around the river had been distracted by a number of explorers, evasion of union forces and presence of epidemics like the yellow fever. Emerging from the uncomplicated Mississippian tribe is a city with vast social, cultural and economic contributions to the state. b. Geography This city bounded at the south of Tennessee has a humid, subtropical climate with four distinctive seasons. Interesting terrains around the 296. 35 square mile territory include parks all over the city and notable transportation aides like freight railroads. 2. Economy and Government a. Economy Even before Memphis has been officially founded, it was already hailed as an important location for commerce, exchanges and travel. Up to date, economy within the city continues to evolve as transportation industry booms, entertainment and film industry continues to expand and Fortune companies continue to invest. For these achievements, Memphis has been awarded by Inc. magazine in 2000 as the eighth out of fifty best major U. S areas for business. b. Government Memphis has a Mayor and council form of government which originated in 1960s. 3. People A greater number of African/Black American occupies the city though there percentages of white Americans, Asian and Latinos. A home of different beliefs, the city of Memphis welcomes differences in congregation and denomination. 4. Culture and the Arts Home to musical legend Elvis Presley, Memphis locals had also been the founders of various music genres – making it worthy enough to be tagged as â€Å"Birthplace of the Blues† and â€Å"Birthplace of Rock and Roll†. A rich collaboration of culture and the arts makes the city an interesting destination of travel and recreation. 5. Tourism and Recreation Economic advances and cultural distinctiveness plays a major role in the rise of tourism in the city. Surrounded by art galleries, parks and museums; Memphis’s interactive recreation makes it one of the state’s finest destination site. A typical city rooted from rich history, developed to progress as one of the State’s finest, Memphis, an urbanized territory in South Tennessee continues to emerge as a growing metropolitan. With residents increasing in sufficient number, economy rearing to be at par with United State’s top commerce, with welcoming variety of race, religion and belief; Memphis retains reliable statistics and reputable reasons why settlement and livelihood in this city is note-worthy. Bibliography: †¢ â€Å"Memphis, Tennessee†. Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 24 August 2010. Web. 25 August 2010. http://en. wikipedia. org/wiki/Memphis,_Tennessee †¢ History of Memphis. City of Memphis, 2010. Retrieved 25 August 2010. http://www. cityofmemphis. org//framework. aspx? page=296 †¢ â€Å"Memphis, Tennessee†. City-data. com. Advameg, Inc, 2010. Web. Retrieved August 25, 2010. http://www. city-data. com/city/Memphis-Tennessee. html

Symbolism In Hills Like White Elephants

Symbolism In Hills Like White Elephants Many stories contain symbolism such as the conch in the well known story Lord of the Flies symbolizing order on the island, or the name Fortunado in the story The Cask of Amontillado, symbolizing an ironic ending to the character. One story in particular that uses symbolism throughout the whole story to represent many different things is the short story Hills like White Elephants by Ernest Hemmingway. Hemmingway is an outstanding author and writes magnificent stories. This short story of his is about a couple who is discussing abortion in Spain and how difficult their problems are. Hemingway does a tremendous job using symbolism to show their problems throughout the story. Ernest Hemingway had a very interesting life and was a man who lived life as it came. His writing touched millions of people. He wrote about fascinating stories that were very strong and unforgettable. Hemmingway wrote about all sorts, pretty much whatever he felt like writing. Hemingway was born in Oak Park Illinois on July 21, 1899. His parents were Dr. Clarence Edmonds and Grace Hall Hemingway. His father was a practicing doctor, and later taught him how to hunt and fish. Hemmingway also liked to box.Unlike the bond with his father, Hemingway did not have a good relationship with his mother. Hemingways education consisted Oak Park and River Forest High School. Here is where he realized he had a gift of writing. Hitting the age of 18, Hemmingway decided to move to Kansas City instead of attending college. While in Kansas City, he obtained a job as a cub reporter on the Kansas City Star. During this time, he kept to himself. His writing style was first introduced by the Kansas City Star, it was brief and straight forward. Although his career was doing well, in May of 1918, Hemingway wanted to join the Army but was rejected due to a defective left eye which he inherited from his mother. Instead of joining the Army he joined the Red Cross. When he was overseas, one night he was sneaking smokes and chocolate into the soldiers. While doing so, he was hit in the leg by an Austrian machine gun and got over a hundred pieces of metal stuck in his body from grenades. Through unbearable pain, he managed to save a wounded soldier and carry him to safety. For his courageous acts, he was awarded the Italian Medal of Valor, a very high award. He recovered from injuries at the Ospedale Croce Rossa American, in Milan. This stay in Italy set a tremendous place to write his novel, A Farewell to Arms. After Hemmingways recovery, He returned to Oak Hill to live with his mother, until he was forced out for not having a job. After the trouble with his mom, Hemmingway moved to Chica go and got a job writing for the Toronto Star and was a sparring partner for boxers. While in the windy city, he came upon a women by the name of Elizabeth Hadly Richerdson. Hemingway fell madly in love with her and wanted to marry but money was a big problem. The two moved to Canada where their son John Hadly Hemingway was born in 1923. Shortly after, Hemmingway received a Nobel prize for his piece, The Old Man and The Sea. As success was finally with Hemmingway, tragedy struck. On one ofhis flights, his plane crashed leaving him with devastating injuries including a concussion, paralysis of the sphincter, first degree burns in his face, arm and head, a sprained right arm and shoulder, a crushed vertebra, and a ruptured liver, spleen and kidney. He was in much agony and pain for many months. In April 1961, Hemmingway tried to kill himself by putting a gun to his head, but did not succeed in suicide. While cleaning his shotgun in July of 1961, Hemmingway accidently shot himself. The gun which was made just for him took his life, and the life of an Author whose writing touched millions of people (Unknown, Ernest Hemingway Biography. The Hemmingway Resource Center. 4-1-10 http://www.lostgeneration.com/childhood.htm). Hemmingways story, Hills like White Elephants, has many symbolizing parts. Practically everything in the story symbolizes a different item. The story is about a girl by the name of Jig, and an American man, whose name is not stated. The story takes place in a railroad station while the two are waiting to board a train to Madrid. As the two await the trains arrival, they get into an intense, heated argument on whether or not the girl Jig should get an abortion. Jig wants to keep the baby, but the story indicates the man does not at first, but then emphasizes that he wants to do whatever Jig decides on. The story ends by the man carrying the bags to the other side of the tracks as they prepare to board the train and depart. The ending leaves us puzzled and unclear about the decision Jig made. At the end of the story she says I feel fine which leaves us questioning if she was going to go through with the abortion. There are many symbols in the story, but the three that are most recogniz able are the hills, white elephants, and the rail station. The hills symbolize one of many things. One could be obstacles that we as people must climb in order to achieve things. Being that they are hills and not giant mountains, we are able to get over them. This represents that the Jigs baby is a major obstacle in their life that they both can overcome and go on with normal lives. The Hills could very well be viewpoints to see from, but they block the views for people that live in the valley of the hills. This represents that in the story Jig views the Hills and finds opportunity while the man sees nothing because he is worried that the child will cause him to not have a happy and successful future. The Hills also could present a form of imagery being that the hills represent the shape of a pregnant woman. Jig could view the hills as a woman bearing a child is lying on her back with her stomach and breasts swollen from the pregnancy. During a part of the story, Jig mentions while viewing the scenery that they could have all this. Saying th is, she was meaning that the hills represented a challenge to face, new life to partake in, and possibility for the both of them. The white elephants are another sign of symbolism, which could possibly represent the baby. A white elephant is a valuable possession of which its owner cannot dispose and whose cost (particularly cost of upkeep) is out of proportion to its usefulness or worth. It is also a gift that is useless to one person, but priceless to another. This being said is that the baby is priceless to her, but her partner could care less about having a child. The last main symbolizing item in the story is the train station. It can mean one of many things. One side of the station is a dry, dead landscape, which represents dissipation and death of the baby, while the other side is green and beautiful, representing life, and a new beginning. Besides the landscape, the tracks also have a meaning. Railroad tracks run parallel, which means they never touch or run into one another. This could symbolize the relationship of Jig and the American man (Schaefers, Adam. Analyzing the Symbolism of Hills like White Elephants by Ernest Hemingway. Lifestyle. 4-1-10 ). Hemmingway wrote many great stories and used symbolism in many great ways. In his story Hills like White Elephants; he did an amazing job showing the trouble of a couple on a decision affecting the rest of their lives. Hemmingway has many other great stories and his stories and symbolization has given people different ways to view stories and has touched the hearts of millions. Citations: Schaefers, Adam. Analyzing the Symbolism of Hills like White Elephants by Ernest Hemingway. Lifestyle. 4-1-10 . Cummings, Michael J. Hills Like White Elephants. Cummings Guides. 4-1-10 . Unknown, Ernest Hemingway Biography. The Hemmingway Resource Center. 4-1-10 . Machete, Ernest Hemingway . Literary Analysis. 4-1-10 .

Little Credibility Found in The Captain’s Quarterly Blog :: Website Evaluation Blog Blogging

Little Credibility Found in The Captain’s Quarterly Blog Captain Ed allows his emotions to overflow after Media Matters for America accuses Sinclair Broadcasting Group of partisan news programming. Sinclair airs The Point, a commentary featuring Mark Hyman, the spokesman and overseer of all of Sinclair’s Washington lobbing. Sinclair. Most of Sinclair’s 62 Stations are required to air every night during their local news. Captain Ed stated with an excellent argument, but quickly lost his credibility with name calling and childishness but even more with his ability to ignore logic and dispute truth with no relevant backing. Emotion can be a powerful tool in writing, if it can be harnessed and put into words. On the other side, emotion left unchecked, can destroy an entire work. The appeal of pathos and ethos in this essay did all the work for the opposing view. What is the best way to win an argument? Captain Ed will say it is to as quickly as possible call the people whom one is arguing against â€Å"lunatics† (Captains Quarters Blog 1). This is precisely what was done. When doing this the point that is being made is lost. It now has become a credibility issue. When writing an argument it is only logical to think the intended audience is the opposite view. Why would a writer blatantly attack its own audience? No the reader is trying to understand the other opinion not get verbally assaulted. Logic is necessary in any kind of argument. With out it the reader will only become confused and weary of any further reading of the authors. Captain Ed excellently points out that, â€Å"MMA and the rest of the lunatics seem to have overlooked one thing: The Point is a commentary, an editorial that does not pretend to be news reporting. Sinclair advertises it as such. In effect, MMA seeks to condemn Sinclair for doing exactly what newspapers and broadcast stations have done for decades -- editorialize as owners see fit† (Captains 1). This is an excellent example of a well written logos appeal. It is true commentary is editorial and bias but not news. However, the fact that was left out is really more important. These commentaries are aired during the local news. The local news is on every night for people to tune in and get a non bias report of what is going on around them. For Sinclair to force stations to air a biased commentary during the news is illogical.

The Scarlet Letter (colors) :: essays research papers

Essay: The Scarlet Letter-Colors Throughout the novel, 'The Scarlet Letter,'; Nathaniel Hawthorne illustrates the themes with various dramatic colors. Of the array are the colors green and gold, where green symbolizes different aspects of nature such as tranquility, security, and gloominess, whereas gold represents all that pertains to luxuriance, serenity and goodness. In certain chapters, it seems as if one color is codependent with the other.   Ã‚  Ã‚  Ã‚  Ã‚  The implication of the color green was most abundant in chapter sixteen, where Hawthorne used much description to depict the dreariness within the woods, yet adding a sense of security to it all. 'Here they sat down on a luxuriant heap of moss, which, at some epoch of the preceding century, had been a gigantic pine, with its root and trunk in the darksome shade…'; (177) There is, apparently, plenty of references to the color green. Not only does green represent nature in general, its reference to the forest is also the very depiction of freedom. Nobody watches in the woods to report misbehavior, thus it is here that people may do as they wish.   Ã‚  Ã‚  Ã‚  Ã‚   The color gold is of dominance in this novel. It is used frequently to describe richness and luxuriance. 'On the breast of her gown, in fine red cloth surrounded with an elaborate embroidery and fantastic flourishes of gold thread, appeared the letter 'A.''; (60) However, it carries an even more important reference to the sun in chapter sixteen, the sun also symbolizing guilt-free happiness. Pearl seems to absorb the sunlight while it flees from Hester and her mark of sin. In chapter eighteen, the two colors, green and gold, intertwines and implicates pure serenity. Amidst the green, lush forest, Hester takes the letter off her bosom and instantly transforms into a new person, a person finally revealing herself from under a shield of shame.

Assessment of Learning

ASSESSMENT IN INCLUSIVE SETTINGS EN Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning.References to this concept can be found in the majority of project Country Reports on national assessment systems (www. european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by c lass teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching.As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions.This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment ) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with argets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education planAdapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. –The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning.Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning.Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possi bly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future.The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers.The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, b ut how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006).These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN.Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3 upils themselves. Wit hin the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN?If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied.However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment.Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation.Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’.Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents .Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al. 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and ass essment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils.Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the re search literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements.Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction b etween the pupil and teacher during the ‘feedback loop’).For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream ettings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point.More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe.For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the B lack Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca. rg. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. 1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journ al, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protoc ol for Collaboration in Education. 8 www. european-agency. org