Review Of The Handmaid s Tale - 884 Words

Comparing a book to the movie that is a product of that book is always a difficult thing, but with The Handmaid’s Tale the novel and movie were quite similar. Set in the near future, in a totalitarian society post overthrowing of the United States government, The Handmaid s Tale explores the idea that people will endure oppression willingly as long as they receive some slight amount of power or freedom in return. This can be seen prominently in both the film and novel. However, although the overall idea was the same, the way that it was perceived through the movie is drastically different than through the text version. In the novel there is a eminent absence of real names, and Handmaids are instead referred to by nicknames that signify the Commanders they serve. They reveal little to nothing about the Handmaids, except for the absence of their personal identities. Equivalently, although the Aunts have individual, feminine alias, they aren t their birth names either. Significa ntly, it s noticed in the novel that we were never given the name of Offred, nor her child. This differs from the movie greatly where the characters interact with each other considerably more than depicted in the paperback -- most likely to make the film more entertaining to watch, but greatly taking away from a main component of Atwood s story. To make what I believe is less confusing for viewers, characters were appointed names in the flick. For example, the protagonist and narrator ofShow MoreRelatedThe Handmaid s Tale By Margaret Atwood1249 Words   |  5 PagesDystopian Research Essay: The Handmaid’s Tale by Margaret Atwood In the words of Erika Gottlieb With control of the past comes domination of the future. A dystopia reflects and discusses major tendencies in contemporary society. The Handmaid s Tale is a dystopian novel written by Margaret Atwood in 1985. The novel follows its protagonist Offred as she lives in a society focused on physical and spiritual oppression of the female identity. Within The Handmaid s Tale it is evident that through the explorationRead MoreThe Handmaid s Tale By Margaret Atwood1357 Words   |  6 PagesOxford definition: â€Å"the advocacy of women s rights on the ground of the equality of the sexes† (Oxford dictionary). In the novel The Handmaid’s Tale, Margaret Atwood explores feminism through the themes of women’s bodies as political tools, the dynamics of rape culture and the society of complacency. Margaret Atwood was born in 1939, at the beginning of WWII, growing up in a time of fear. In the autumn of 1984, when she began writing The Handmaid’s Tale, she was living in West Berlin. The BerlinRead MoreWhen Margaret Atwood Published Her Novel, The Handmaid’S1338 Words   |  6 PagesWhen Margaret Atwood published her novel, The Handmaid’s Tale, in 1998, it was met with a wave of mixed reviews. Dystopic and Utopic novels have always been critiques of the time periods in which they are written. They extrapolate present truths and can provide valuable critiques of the ills that our society faces. Upon publishing of this novel, two main questions were raised. First, Is this an accurate and fair critique of the 1980’s social and political climate? Furthermore, Is Atwood’s story aRead MoreTotalitarianism’s Role in the Handmaid’s Tale1505 Words   |  7 Pagesworld. People accepted the new society without much resistance only to later realize that they had been duped. The founders of Gilead took conservative ideas and implemented them to the extreme. Women’s rights are taken away. Reading is forbidden. Handmaids are introduced to bear children. The government takes over and a dystopia is born. They control almost every aspect of the people’s lives, down to the food that they consume. Though the totalitarian government of Gilead tries to break spirit of theRead MoreThe Classics Are Those Books Essay1137 Words   |  5 Pagesthey are in the best condition to enjoy them. The classics are books which exercise a particular influence, both when they imprint themselves on our imagination as unforgettable, and when they hide in the layers of memory disguised as the individual s or the collective unconscious. A classic is a book which with each rereading offers as much of a sense of discovery as the first reading. A classic is a book which even when we read it for the first time gives the sense of rereading something we haveRead MoreThomas More s Utopia?1464 Words   |  6 Pages7,1478 he was the son of John More, A well known Lawyer. When Thomas was little he went to St.Anthony s School in London. Thomas was a page in the household of John Marton . From then on Thomas More s went on to Oxford University. Around 1494 Thomas Dad took him to London to study in what was known as common law. In February 1496 , More was admitted into Lincoln s inn. In 1505 Thomas More s became a full on lawyer and by this time he managed to keep up with his literary and spiritual interest

Work Integrated Learning in Business

Question: Should Work Integrated Learning be a Requirement of all Undergraduate Business Degrees? Answer: As per the authors, it has become a word of wisdom that completing a work placement as a component of the undergraduate degree brings positive benefits for employers along with graduates. This aspect is of much significance in the contemporary era where the focus is on the economic contribution made by education. The benefit can be considered to be two-fold. Firstly, there is a positive contribution made towards the development of generic employability skills. Secondly, placements are the ideal opportunity for graduate students to have a head start of their career. The data presented in the article were from two sources; qualitative data was received from a programme comprising of 25 interviews that were held between the years 2003 and 2004 with a cross-sectional sample of business and management graduates responding to the Class of 99 survey. Quantitative data was collected from the Class of 99 survey that surveyed graduates of all disciplines completing their undergraduate educatio n after the year 2003. From the findings of the data, it was indicated that the effect of work placement for management and business graduates were inconsistent, contributing to the higher achievement of employment on different measures. The pattern of the results indicated that the impact of work-integrated learning (WIL) depends on the kind of management and business degree. Though the results of the study clearly advocated the benefits of WIL, more is required to be understood regarding the characteristics of a perfect work placement that not only lays the provision for the development of personal attributes and skills but also helps in the demonstration of competencies. According to the authors, higher education stakeholders have shown a growing amount of concern regarding the learning and teaching performances as well as outcomes in business education. There is an emerging gap between the requirements of the industry and the graduate attributes that needs immediate attention. The reasons for such gap has been attributed to lack of generic skills and employment readiness. One suitable technique that can aid in bringing improvements in the development of the generic skills in students is work-integrated learning (WIL). The investment done on constructing WIL opportunities would bring significant benefits. The researchers developed a professional development program (PDP) that was integrated into a business degree program with the aim of helping students learn systematically. The PDP was implemented for 12 months. It was found that the students who had an active involvement in the PDP exhibited major gains in generic skills. They also were found to be better able to manage studies and personal lives. The research indicated that WIL enhances a students end outcome. The article highlighted that the effect of continuous and integrated orientation program with components of WIL can ideally be positive. A rich pool of evidence is in support of PDPs in professional context. WIL can help addressing challenges students face when they enter the industry. WIL is suitable for the demand for a good strength of employment-ready graduates. While it is apparent that WIL can bring about a number of benefits, it is to be explored whether the concerned stakeholders have the vision and commitment to utilise the potential it has. As opined by the author, Work-integrated learning (WIL) has received much attention for being an instrument that enhances professional practice and develops work-readiness in the newly graduates. It is considered to be the point of difference in fostering graduate employability by like communication, team work, problem solving and self-management. The paper investigated the role of WIL on undergraduate employability skills. Data was collected from 131 WIL students in an Australian university. For students of business studies, work placements were an elective component of the degree program. Arrangements were made for some form of placement for business students. It was found from the data that WIL was successful in making difference to the development of skills from university to any workplace. Findings from the study also highlighted the role of integrated and structured exposure to placement for nurturing and supporting professionalism in students. The areas that were impacted upon were time management, working autonomously, multi-tasking and motivation. Findings empirically were in support of the discussion on increased access to WIL opportunities that are approved by the University. Documented improvements in the students were in alignment with the existing literature, but there is still limited research in this particular area. More research in this area would be beneficial for an academic field as well as professional practitioners. The article had a limitation of not using certain variables that are to impact on outcomes at the time of WIL. Prior experience and student readiness may impact the extent of learning at the time of placement. The paper reported on a study of responses given by students towards work integrated learning (WIL) program for undergraduate business management students. The WIL was considered in the final semester of the educational course. The program was made to fit for large classes. It required the students to conduct interviews with businesses on behalf of government councils focusing on support for local business initiatives. The summative assessment encompassed small-group research reports for the councils on the basis of the interviews. The preparation of the students for the WIL was made to alleviate the inbuilt risks of WIL that are curriculum-based for large groups. The preparation included in-class activities and scaffolded formative written assignments in the compulsory classes. It briefed about the project requirement and they were given adequate information on skills and knowledge required for the project. The study drew upon the reflections of the students and the feedback provide d by them. The exploratory interrogation was successful in identifying three flashpoints in the experiences of students during WIL. These flashpoints were central to learning of the students. Through the flashpoints, students were able to learn effectively in different settings. The flashpoints can be considered for offering knowledge about the benefits of WIL programs. From the article, it was clear that WIL enables business students to become better critical thinkers and researchers. WIL needs to be included in the pedagogical approaches of engaged learning in business studies. References Fallon, Wayne. "Flashpoints in students' work-integrated learning in business: Implications for curriculum design."Employment Relations Record12, no. 1 (2012): 66. Freudenberg, Brett, Mark Brimble, and Craig Cameron. "WIL and generic skill development: The development of business students' generic skills through work-integrated learning." Asia-Pacific Journal of Cooperative Education 12, no. (2): 79-93. Jackson, Denise. "The contribution of work-integrated learning to undergraduate employability skill outcomes."Asia-Pacific Journal of Cooperative Education14, no. 2 (2013): 99-115. Wilton, Nick. "The impact of work placements on skills development and career outcomes for business and management graduates."Studies in Higher Education37, no. 5 (2012): 603-620.

Marketing Research free essay sample

Q: A new graduate hired by the marketing research department of a major telephone company is asked to prepare a questionnaire to determine household preferences for telephone calling cards. The questionnaire is to be administered in mall ­intercept interviews. Using the principles of questionnaire design, critically evaluate this questionnaire. A: Although it was stated that the questionnaire would be administered in mall ­intercept interviews all other aspects of the process were not included. If they are doing personal interviews, they can be more conversational than what is listed and include visual aids and room for clarification. They should also consider filming the interviews or using audio recording because recording comments verbatim is very difficult and often results in error. Question 10 should be moved up behind the other basic identification questions 1 ­4. For questions 1 ­4 it should be explained why the researcher is asking for this information in order to overcome respondents’ inability or unwillingness to answer. We will write a custom essay sample on Marketing Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It should also include the education level of the respondent. Question 7 should be moved behind the identification questions to introduce the topic of calling cards for adequate question structure. This will allow the respondent to communicate their beliefs, motives and attitudes without bias. It should not included the brand ATT because the respondent might not be informed about this brand’s calling card. The researcher either needs to inform them about it or just use it as a general question for all calling cards. This question is also likely to gain answers such as, â€Å"I l

Health coach Essay Example

Health coach Essay Example Health coach Essay Health coach Essay Bing a wellness manager for gamescape these past 5 hebdomads has truly helped me reach a better apprehension of wellness and health. Having a squad with such different backgrounds and really different in their whole facet of wellness and health was a challenge at times but that is what made me understand wellness and health so much better. Bing the squad leader and holding to do different life determinations for the three other squad members helped me see how altering some little things can hold a immense impact in your life. I have learned that even person who is really active and fit like June in gamescape was there is still room for betterment and better wellness picks to be made. The most of import thing that I have learned is that there has to be balance between all six elements in order to make optimum wellness. It is truly of import to understand each component and do it a portion of your life because if one is absent in your life so you can non make true wellness and health. Before gamescape I had no thought about the six elements that make up wellness and health. I knew that all those things were of import but I neer truly knew the function the six elements have in making optimum wellness. Besides larning all the ways that I can assist forestall chronic disease has been great. larning about all the hazard factors made me really scared at first but I besides know now that I can assist forestall it.

MANAGEMENT & ORGANIS BEHAVIOUR Essay Example | Topics and Well Written Essays - 1250 words

MANAGEMENT & ORGANIS BEHAVIOUR - Essay Example a) Structure: The Company is faced with an issue of conflict management and there is a lack of good team work. Alpha has several excellent leaders like Mr. Ian Davidson. Captain Chubb, Mr. Ang, however due to the behavior of Mr. Ang and his hasty decisions the company has been faced with a very poor performance. The company also lacks a clear organizational structure and there is a confused organizational structure that is being followed within the company. This causes the performance to be reduced to a great extent and leads the overall team work to be overlooked. b) Leadership: Although Alpha has a strong set of leaders and a great management team all together the company still does not perform well. This is simply due to lack of qualities to lead the team as well as the time management issue by most leaders. The company also lacks a strong leader who can perform as per the needs of the company and in line with the needs of the employees as well. c) Strategies, Culture and Motivation: Alpha utilizes a very centralized approach of management within the organization currently. This also causes high levels of stress and leads to lowered motivation among the employees. The main cause of the stress that is being present in the company is due to the lack of a strong company structure. Also the lack of strong and well structured leadership leads to high levels of politics and confusions among the employees. There is also a clear cognitive dissonance among the leaders of the teams which in turn leads to the employees not being sure of the work they need to do and also causing a very stressful and uncooperative behavior among all the members of the teams. d) Rewards System and Job Satisfaction: The level of job satisfaction is relatively low and the reward systems that are in place at the current time require a great deal of change and improvements. The employees need to have a better reward system to help improve the motivation and also to focus on a

The 2007-2009 Financial Crisis Essay Example | Topics and Well Written Essays - 750 words

The 2007-2009 Financial Crisis - Essay Example The study by the international monetary fund (IMF) indicated that macroeconomic policies, balance sheet fragilities, and financial boom were some of other greater contributors to the crisis. The macroeconomic causes of the financial crisis were in terms of low inflation and low rates because the previous years were characterized by high degree of macroeconomic stability which was seen as unusual (Kolb, 2010). This was as a result of the opening of communist countries to world trade which leads to low labor cost to the world economy.The role of credit rating agencies in the 2007-2009 financial crisis was their failure to fully evaluate and understand the risks of introduced complex products. This is because the credit rating agencies role was to serve as gatekeepers in the global credit market. Their monitoring and issuance of debts and other securities issued by governments cooperate they were to exercise influence over access to the capital market and terms of pricing on which borro wers receive credit (Hemraj, 2015). There were contributions by government policies which lowered credit control where government policy was focused on home ownership. This led to increase in sub-prime mortgage lending which turned to be the root of crisis later. There were education and implementation of programs to encourage home ownership by low-income and minority citizens and there was an encouragement by real estate and mortgage institutions to increase rates of minorities’ homeownership.

Strategies for Learning Mathematics

Strategies for Learning Mathematics Introduction: This essay focusses on assessing and monitoring the progress of learners using different strategies during the period of ten lessons focussing on two units of mathematics. School X has structured assessment for learning, every lesson is designed in a way that every student is assessed in different ways. The research is focussed on year 7 mathematics lesson. This class is set 2 mostly high ability students however few students should be achieving their targets. Gould and Roffey-Barentsen (2014) provide a useful definition of assessment as having a key role in the planning process as well as delivery of teaching. Assessment serves a number of important uses in that it helps consolidate and check learning as well as providing feedback to those who require it. My school expects me to use a vast number of assessments when teaching. We use many forms of assessment such as, initial, diagnostic, formative, and/or summative to be able to deliver inclusive teaching and learning. I have selected two units 1) surface area and volume of prisms and 2) Ratios and proportions. The purpose of unit 1 is to help students extend their knowledge of area, perimeter, and volume to include surface area. The major goals NCTM proposes are for students to understand quantifiable characteristics of objects and the units, systems, and procedures of measurement. The purpose of unit 2 is that the concepts of ratio and proportionate fundamental to mathematics and important in many other fields of knowledge. Many phenomena can be expressed as some proportional relationship between specific variables (Chaim,Keret,llany, 2012). Literature Review: Monitoring is the skill of effectively overviewing and analysing a learning situation (Headington, 2000). In schools context, professional monitoring systems (Tymms 1999) exist in parallel with the monitoring of learning in the classroom. Assessment is the closer examination of pupils learning (Headington, 2000). It is reporting as a central issue in teaching and learning throughout education as it lacks consistency primarily due to each teacher within the school has adapted a different method of assessment and this is what makes one teacher a good and another poor. In England, since 1988 Education reform act national testing has taken central stage in monitoring standards in schools (Capel, 2009). Assessment for learning is Any assessment for which the first priority is to serve the purpose of promoting students learning'(Black et al, 2003) . AFL aims to close the gap between a students present situation and where they want to be in their knowledge and attainment. Accomplished teach ers plan tasks which support learners to do achieve their targets. Since 2002 there has been an obvious inclination in some assessment strategy reports in the UK to study alternatives to using external exams for summative valuation of pupils performance. Several research studies have shown that the use of assessment to develop pupils future learning makes a substantial difference, not just to pupils attainment, but to their attitude to learning, their engagement with school subjects and their motivation to do well in these subjects (Black and Wiliam 1998). Formative Assessment A key literature investigation of over 250 sources on formative assessment (Black and Wiliam 1998) found that effective assessment practices can play a influential role in the learning experience, moving an average student, for instance, to the top third of the class but only if certain settings are satisfied. Student tasks required to be aligned, or on target, with learning goals, and students need to obtain meaningful and appropriate response on their performance, as well as targeted follow-up work. To adjust their learning effectually, students need to understand three things: (a) the measures on which they will be judged, (b) where they stand on these measures, and (c) how they can improve (Black and Wiliam 1998, p. 143). Formative assessment has been thought of as providing teachers with more frequent evidence of students mastery of standards to help teachers make useful instructional decisions. In this way, formative assessment is intended to enhance student learning. Research carried out by Balck and Wiliam, and also by projects such as Suffolk Advisory service (2001) into feedback and marking indicates that improving learning through formative learning depends on the following five key factors. These are: Modelling Quality: According to (Bourdillon and Storey, 2002) pupils are more successful when they know what they are learning. This means communicating clearly what the pupils will be learning and how they can recognise their success. Therefore, learning intentions can be shared with pupils through modelling and how learning objective is achieved. According to Lee (2006), objectives can be broken down into small steps called success criteria, therefore its easier for pupils to know what that need to achieve and they can measure it at the end of the lesson. Questioning and dialogue with pupils: Clarke(2005) gives a wide range of suggestions for varying the format of questions in classrooms as it is the quickest and easiest way to assess pupils. I have also developed skills in asking questions across the full range of Blooms taxonomy, from simple recall and comprehension to complex evaluative questioning. The key to success in developing fruitful channels of dialogue with pupils about their learning lies in creating a relaxed and trusting overall climate in the classroom, so that pupils are not afraid to answer, contribute to discussions and make public their thinking or volunteer their uncertainties to you and rest of the class (Clarke,2005). It is best to plan questioning strategy, for instant questions on prior learning to setup the major themes of the lesson, also to check learning and to reinforce learning that has taken place. It is also important to plan how questions will be asked, whether from the whole class, just one group or an individual. Sometimes teachers give no time to students to think and accepts answers from those who raise their hands, and some teachers use no hand policy and giving pupils thinking time (Brooks, Abbott, Bills, 2007). Mini white boards: Another formative assessment idea that engages the entire class and provides evidence of student learning is the white board. Teachers can quickly grasp student understanding and adjust how they move forward. According to Black and Wiliam (1998) teachers need to build in opportunities for pupils to express their understanding. Pupils benefit from opportunities of formal feedback through mini white boards, as this gives chance to pupils to express their knowledge and understanding and to articulate their thinking, and also misconceptions can be spotted straight away. The figure below shows how students learning can be assessed through mini white boards. Dialogue and effective feedback through marking According to the National Research Council report How People Learn (Bransford et al. 2000), timely feedback and revision, on activities congruent with learning goals, is extremely important for developing adaptive expertise, learning, transfer and development. Constructive feedback is vital in helping pupils to progress. Nevertheless, one review of the literature on feedback found that two out of every five feedback effects were negative (Black and Wiliam, 1998). According to Ofsted (1996) marking often fails to guide on how work can be improved, as the information about pupils performance received by the teacher is insufficiently used to inform subsequent work. Target settings can address these difficulties, by taking a defect and converting into a target, offering guidance on how to improve. It has been found to increase pupils motivation and sense of purpose and accelerates rate of progress (Black and Wiliam, 1998). I will be marking books every two weeks, giving pupils targets and showing them example questions to help throug positive feedback on the things they have done well. Marking is guidance to pupils so that they can react upon provided feedback and the aim is for the student to reà ¯Ã‚ ¬Ã¢â‚¬Å¡ect upon their mistakes and answer accurately so that adequate notes are made in their exercise books for revision, it must also include dialogue between the teacher and student so that informed feedback is provided which underlines pupils strengths. School x has a strict book checks every three weeks which focuses on timely and constructive dialogue between teachers and pupils. Self-assessment and understanding how to improve Formative assessment achieves its full potential when pupils become engaged with the process through self-assessment. Pupils who become skilled in self-assessment make impressive learning gains. According to one study, pupils were trained to make regular self-assessment over20-week period and that group made double the progress of the group who were not trained for self-assessment. However, Black and wiliam have concluded that self-assessment is too difficult for pupil, unless they are trained in self-assessment and can understand its main purpose and reflect on their learning effectively. Throughout my lessons self-assessment was vital at the end of each lesson, showing what went well and even better if. Summative assessment: Preparing pupils for external exams and assessment has been an increasingly important part of the secondary teachers role. The purpose behind national external assessments has been clearly formulated, to identify individual achievements, strengths and weaknesses in order to help them in next stages, to enable parents to put their childs attainment in context, to make available to public schools attainment and to help school evaluating their own teaching (Bourdillon and Storey, 2002) . Case study and students progress: My case study includes five students selected after observations and from discussions with my mentor, who I will assess. Their names are coded as Student E,F, G, H and I and in the table below I have mentioned why I would like to assess them during this course of study and check if by the end of the research they have achieved their targets. Table 1: Shows the description of students and their current and target grades I have monitored throughout the course of 10 lessons of the above students when the learning outcome does not meet the learning objective for the class or groups or individuals. Such monitoring when analysed, can provide an insight into the teaching and learning which is taking place. The subject monitoring sheet for maths lessons (Figure 2) shows an example of this. The learning of the five targeted students was monitored for a course of two units against learning objectives drawn from national numeracy strategy. The monitoring was coded as follows: Figure 2: Subject monitoring sheet for maths This data shows the results through the formative assessment I have collected. The research proves one of the best ways to check if pupils understanding is to ask questions. During my first few lessons, the typical response was same children continually have their hands up, and usually in order to elicit the right answers , teachers uses the right children, and I did the same in my first 2 lessons. From third lesson I changed my tactics and targeted students who were not participating in the class, or I used to wait for more hands up, and encouraged students to raise hands through E-praise. Student E is very shy, she was reluctant in the beginning to answer, but I encouraged and praised her to answer, since then I can see her raising hands for not all questions but some Students E, F and H has shown significant improvement during target questioning, they were more attentive and responsive. Setting a routine of target questioning resulted in pupils raising their hands up without asking. I cultivated the classroom atmosphere where more and more pupils are prepared to open up and share their thinking about their uncertainties. To accomplish this approach requires full sensitivity, knowledge of your pupils, first-rate interpersonal skills as well as perceptiveness in formulating adroitly posed questions. In my practice, I always start with open end questions to give students a chance to think and then I try to develop a structure in their mind through these questions and then moving on to close end questions to scaffold their understanding. Target questioning helped me to clear misconceptions throughout my lessons. Refereeing to all my lessons, I have used mini white boards instantly in each lesson, introduce a topic, show them at least two questions and then check their understanding on the mini white boards, I get instant feedback from every child. They arent broadcasting that they think they dont understand something, they give me an actual mathematical answer from which I judge the accuracy and target the misconceptions. It is more subtle than directly admitting you cant do something in front of your peers. They allow algebraic answers just as easily as numerical or wordy ones. You know which kids to differentiate for at both ends. For example student E and H along with some other students showed weakness understanding the concept of surface area of prisms, and picked it up their misconceptions through mini white board activity, it was mostly to do with area of a triangle. Therefore, The next lesson I did a revision lesson on same topic so that all misconceptions were cleared, and in lesson 3, both student E and H showed significant strengths. Similarly in lesson 8, student G showed weakness, which I assessed during white board activity and I made sure that student G understands it properly, as I probed targeted questions throughout lesson. This data also helped me to mark students work, so that I can compare the assessment I performed during class through mini white boards and questioning is correct or not. I marked students work and homework. Homework in school x is given twice a week to each year group. According to Ofsted, marking reinforces underachievement and under expectation be being too generous or unfocused. Therefore, I marked with feedback on each mistake as shown in the example below. I modelled the incorrect questions step by step and asked them to do it again. I also made homework spreadsheet, which showed me exactly how many questions students attempted were correct as shown in table below. Table 3: Shows the percentage of correct answers students did in each homework. This table helped me to understand pupils misconceptions and therefore, I gave questions as starter which I saw were most difficult. I also followed students homework by rechecking if they have corrected the mistakes in the following lesson, as the list provided me clear instructions which students book I have to check. By following this routine, Student G made remarkable change in providing her homework with full potential. The class slowly developed the routine of teacher and student dialogue, by making students aware that if I have made any comments, its students responsibility to check it and comment on it, and if the comment is about redoing the questions than it has to be done again. It can be noticed from the table that students homework percentage got better each week. Year 7s were not aware of self-assessment, therefore I briefed them with three key points with: During my first three lessons I used the slide given below, by giving them examples of how they can think and evaluate their learning. Students were questioned to summarize the learning objectives and success criteria before they embark on the task. From lesson four, when people were confident I used the slide below to make them think themselves without giving the example. Students F, H and I books showed clear evidence that they were honest about their reflection and were trying in the next lesson to make their learning better. Figure 6 and 7 shows some examples of pupils reflection Summative assessment was done by unit test after each unit. Before each unit test, a revision lesson was run to clear the misconceptions as the books were marked before the revision to check students understanding, their homeworks and self-assessment. After each unit test, teacher marked the test and made two comments on what students did well at, and two comments what they need to improve on. As shown in the picture 9 below. Students evaluated their performance in the yellow sheets provided by teacher, on their strengths and on action points. A spreadsheet was also created for each question, which helped me to create green pen questions for students and to check which part of unit test students found most difficult, as shown below in table 7. Green pen questions were prepared by teacher, and were allocated to each student according to the action points as illustrated in the figures below of student E and H. These action questions helps them again to reflect on their mistakes and improve their mistakes. The summative assessment results after two unit test I performed with year 7s are shown below which has shown significant improvement in their grades from previous grades, that they have moved a grade higher from their previous targets. Analysis: Analysing the sequence of lessons and assessments methods used during the period of 10 lessons, assessing through questioning and mini white board activity showed very good results as , it showed me clearly students misconceptions and cultivated the culture of engaging and thinking before answering, but when I marked their books, I saw some very obvious mistakes repeated which I pointed during mini white board activity. There is a potential risk of students copy the answers from peers just of the fear of getting pointed for mistakes and they are hesitant to ask questions. Therefore, mini white board activity is a very effective way to assess students understanding and it has shown a tremendous effectivity during all my lessons as it enables to test the depth of students understanding but it is not 100 percent accurate as students sometimes tend to copy from their peers, if they were targeted and the answer was wrong, they potentially can copy answer of next question from their peers to avoid embracement. It is the same case in questioning, mostly gifted students answer questions. Targeted questions help to encourage students to answer questions, as through diagnostic assessments and marking books, teachers knows which student to target. But if the culture of questioning and use of mini white boards remain there, it will help students to try harder and remain attentive throughout lessons. Assessing through marking books gives a very clear idea that how much progress student has made in the class and by doing their homework. Spread sheet of homework helped me and I asked some students to come during break time to clear their misconceptions, I also ran revision lessons where I cleared those concepts and did target questions from less progressing pupils through marking books. During marking books I started a dialogue with students, for example how this question can be made better and by giving them model answers, as soon as pupils got their books back they had to comment on their mistakes, which helped in building an environment of students teachers dialogue. Similarly self-reflection helped students to start thinking about their strengths and weaknesses and it consolidates their learning more. In each lesson they commented about something to improve and what they did well at, it improved the sequence of learning and each lesson showed evident improvement. Since year 7s started to reflect on their learning during my teaching, it is still very confusing for some students what to write but I still encourage them to summarize their learning objective and think before writing. Finally the summative assessment triangulates the research, Students E,F,G,H and I have made tremendous effort through these weeks and shown that through these assessments they have already reached their targets. References Headington, Rita. (2000). Monitoring, assessment, recording, reporting and accountability. London: David Fulton, 8,9 Last name, First initial. (Year published). Title. Edition. (Only include the edition if it is not the first edition) City published: Publisher, Page(s). Gould, Jimm. And Roffey, Jodi. (2014). Achieving your Diploma in Education and Training. Sage publications ltd. Chaim, Keret, IIany, David, Yaffa, Bat-Sheva. (2012).  Ratio and proportion. Rotterdam: Sense Publishers, 1. Cambridge-Community. Getting started with assessment for learning. [online] Available at: URL [http://www.cambridge-community.org.uk/professional-development/gswafl/index.html] Black, P. and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment, Phi Delta Kappan 80(2), 139-148. Bransford, J.D., Brown, A.L. and Cocking (2000). The Design of Learning Environments: Assessment-Centered Environments. How People Learn: Brain, Mind, Experience, and School. Washington, DC, National Academy Press, pp. 131-154. Wilson, M. Scalise, K. 2006, Assessment to Improve Learning in Higher Education: The BEAR Assessment System, Higher Education, vol. 52, no. 4, pp. 635-663. Stiggins, R. 2005, From Formative Assessment to Assessment for Learning: A Path to Success in Standards-Based Schools, The Phi Delta Kappan, vol. 87, no. 4, pp. 324-328