techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: It also helps learners raise standards and nurture ambition: learning can be particularly powerful when learners are given feedback that helps them to think through the issues and provides them with guidance on next steps.
Welsh: Yn ogystal â hyn, mae'n helpu dysgwyr i godi safonau a meithrin uchelgais: gall dysgu fod yn effeithiol iawn os rhoddir adborth i ddysgwyr sy'n eu helpu i ystyried materion ac yn rhoi cyfarwyddyd iddynt ar y camau nesaf.
English: Similarly, peer collaboration and feedback can provide a safe environment to articulate and test ideas.
Welsh: Yn yr un modd, mae cydweithio ac adborth rhwng cyfoedion yn gallu creu amgylchedd diogel i gyfleu syniadau a rhoi prawf arnynt.
English: Dylan Wiliam has suggested that effective teacher assessment can 'double' the rate of learning - that is, if implemented appropriately it could result in learners making what had previously been one year's progress within six months52.
Welsh: Mae Dylan Wiliam wedi awgrymu bod asesu effeithiol gan athrawon yn gallu 'dyblu' cyflymder y dysgu - hynny yw, os caiff ei weithredu'n briodol, gallai dysgwyr wneud yr hyn a oedd yn flwyddyn o gynnydd o fewn chwe mis52.
English: According to Wiliam, implementation of assessment for learning strategies is relatively straightforward; the challenge is to change practitioner behaviour to embed assessment for learning practices consistently into classroom practice.
Welsh: Yn ôl Wiliam, mater cymharol syml yw gweithredu strategaethau asesu ar gyfer dysgu; yr her yw newid ymddygiad yr ymarferwr er mwyn cynnwys arferion asesu ar gyfer dysgu yn gyson yn yr arferion ystafell ddosbarth.
English: 8. Good teaching and learning ranges within and across Areas of Learning and Experience One of the defining features of twenty-first century education will be the capacity to make connections and transfer knowledge and understanding across different contexts in order to address unfamiliar problems53.
Welsh: 8. Mae addysgu a dysgu da yn ymestyn oddi mewn ac ar draws Meysydd Dysgu a Phrofiad Un o brif nodweddion addysg yr unfed ganrif ar hugain fydd y capasiti i greu cysylltiadau a throsglwyddo gwybodaeth a dealltwriaeth rhwng gwahanol gyd-destunau er mwyn delio â phroblemau anghyfarwydd53.
English: As indicated earlier, the Areas of Learning and Experience in the proposed curriculum should not be seen as distinct entities or timetabled subject areas, nor should the Cross-curriculum Responsibilities and wider skills be developed in isolation.
Welsh: Fel y nodwyd yn gynharach, ni ddylid edrych ar y Meysydd Dysgu a Phrofiad yn y cwricwlwm arfaethedig fel unedau ar wahân neu feysydd pwnc i'w hamserlennu, ac ni ddylid datblygu'r Cyfrifoldebau Trawsgwricwlaidd a sgiliau ehangach ar wahân i'w gilydd.
English: Instead they should all be seen as promoting connections and unity within and between the Areas of Learning and Experience.
Welsh: Yn hytrach, pwrpas pob un ohonynt yw creu cysylltiadau ac undod oddi mewn a rhwng y Meysydd Dysgu a Phrofiad.
English: Artificial connections would render the exercise meaningless, but if powerful connections within and between Areas of Learning and Experience can be found they are likely to improve and reinforce learning in the constituent disciplines.
Welsh: Byddai cysylltiadau ffug yn peri i'r ymdrech fod yn ddiystyr, ond os gellir dod o hyd i gysylltiadau cryf oddi mewn a rhwng Meysydd Dysgu a Phrofiad, byddant yn debygol o wella a chryfhau'r dysgu yn y disgyblaethau sydd wedi'u cynnwys.
English: Pedagogical approaches that allow connections to be made via common questions, concepts or skills should be explored within and across Areas of Learning and Experience.
Welsh: Dylid ymchwilio i ddulliau addysgegol sy'n rhoi'r gallu i greu cysylltiadau drwy gwestiynau, cysyniadau neu sgiliau cyffredin oddi mewn ac ar draws Meysydd Dysgu a Phrofiad.
English: 9. Good teaching and learning regularly reinforces Cross-curriculum Responsibilities, including literacy, numeracy and digital competence, and provides opportunities to practise them The Review proposals will see the Cross-curriculum Responsibilities of Literacy, numeracy and digital competence, together with the wider skills, embedded in the Areas of Learning and Experience.
Welsh: 9. Drwy addysgu a dysgu da bydd y Cyfrifoldebau Trawsgwricwlaidd, gan gynnwys llythrennedd, rhifedd a chymhwysedd digidol, yn cael eu cryfhau'n gyson a chyfleoedd yn cael eu darparu i'w harfer O ganlyniad i gynigion yr Adolygiad, bydd y Cyfrifoldebau Trawsgwricwlaidd dros Lythrennedd, rhifedd a chymhwysedd digidol, ynghyd â'r sgiliau ehangach, yn cael eu cynnwys yn y Meysydd Dysgu a Phrofiad.
English: Following consultation, the Welsh Government has embedded literacy and numeracy in existing subjects and Areas of Learning.
Welsh: Ar ôl ymgynghori, mae Llywodraeth Cymru wedi ymgorffori llythrennedd a rhifedd yn y pynciau a Meysydd Dysgu presennol.
English: In due course, this work will require revision to take account of the revised curriculum structure.
Welsh: Bydd angen adolygu'r gwaith hwn maes o law yng nghyd-destun strwythur diwygiedig y cwricwlwm.
English: However, the principle of embedding will remain.
Welsh: Fodd bynnag, bydd yr egwyddor o ymgorffori'n parhau.
English: The proposed digital competence framework and the wider skills will similarly
Welsh: Yn yr un modd, bydd y fframwaith
English: be embedded in the Achievement Outcomes, identifying opportunities for application as part of the teaching and learning process.
Welsh: 68 cymhwysedd digidol arfaethedig a'r sgiliau ehangach yn cael eu hymgorffori yn y Deilliannau Cyflawniad a fydd yn nodi cyfleoedd i'w cymhwyso yn ystod y broses addysgu a dysgu.
English: The challenge for teaching posed by the Cross-curriculum Responsibilities will be to maintain the focus on these responsibilities within teaching and learning so that their application becomes natural and authentic rather than an add-on.
Welsh: Yr her o ran addysgu o ganlyniad i fabwysiadu'r Cyfrifoldebau Trawsgwricwlaidd fydd parhau i ganolbwyntio ar y cyfrifoldebau hyn yn ystod y broses addysgu a dysgu fel y byddant yn cael eu cymhwyso mewn ffordd naturiol a dilys yn hytrach nag fel elfennau ychwanegol.
English: 10. Good teaching and learning encourages children and young people to take increasing responsibility for their own learning The curriculum purposes stress the need to develop the confidence and capacity to learn throughout life.
Welsh: 10. Mae addysgu a dysgu da yn cymell plant a phobl ifanc i gymryd cyfrifoldeb cynyddol dros eu dysgu eu hunain Mae'r dibenion cwricwlwm yn rhoi pwyslais ar yr angen i feithrin hyder a chapasiti i ddysgu drwy gydol oes.
English: The development of such capacities will be strongly influenced by how children and young people are taught.
Welsh: Bydd y dull o addysgu'r plant a phobl ifanc yn ddylanwad cryf ar ddatblygiad capasiti o'r fath.
English: Learners need to become involved in planning their own learning through discussions about where they have reached and how they can best be supported to achieve future aspirations.
Welsh: Mae angen i ddysgwyr gyfrannu at gynllunio eu dysgu eu hunain drwy gymryd rhan mewn trafodaethau ynghylch lle y maent wedi cyrraedd a beth yw'r ffordd orau o'u helpu i wireddu eu dyheadau yn y dyfodol.
English: Metacognition, or 'learning to learn', can help learners to take greater control of their own learning54.
Welsh: Mae metawybyddiaeth, neu 'dysgu i ddysgu', yn gallu helpu dysgwyr i gymryd mwy o reolaeth dros eu dysgu eu hunain54.
English: Metacognition involves the knowledge that an individual has about the way they and other people think, and knowing when and how to apply skills/strategies to support learning in different situations.
Welsh: Mae metawybyddiaeth yn ymwneud â'r wybodaeth sydd gan yr unigolyn am y ffordd y mae ef a phobl eraill yn meddwl, a gwybod sut a pha bryd i ddefnyddio sgiliau/strategaethau ar gyfer dysgu mewn gwahanol sefyllfaoedd.
English: It also involves the ability to think strategically and use a structure (for example planning, monitoring and evaluating) to achieve a goal or solve a problem.
Welsh: Mae hefyd yn cynnwys y gallu i feddwl yn strategol a defnyddio strwythurau (er enghraifft, cynllunio, monitro a gwerthuso) i gyrraedd nod neu ddatrys problem.
English: In order to become capable learners, children and young people need to be able to stand back and observe their own process of learning, and identify how it can be improved.
Welsh: Er mwyn dod yn ddysgwyr galluog, bydd angen i blant a phobl ifanc allu cymryd cam yn ôl ac arsylwi ar eu proses dysgu eu hunain, a gweld sut i'w gwella.
English: Working with practitioners and peers can help learners to hone their metacognitive skills because collaboration provides them with an opportunity to talk about their thinking processes, compare them with others and refine their learning skills as a result.
Welsh: Drwy gydweithio ag ymarferwyr a chyfoedion, gall dysgwyr fireinio eu sgiliau metawybyddol, gan fod cydweithio'n rhoi cyfle iddynt siarad am eu prosesau meddwl, eu cymharu ag eraill a mireinio eu sgiliau dysgu o ganlyniad.
English: This makes children and young people active participants in the learning process with an understanding of how to learn and how to create the best conditions for their own learning.
Welsh: Drwy wneud hyn, bydd y plant a phobl ifanc yn cymryd rhan yn y broses dysgu ac yn deall sut i ddysgu a sut i greu'r amodau gorau ar gyfer eu dysgu eu hunain.
English: Some learners may require more support, more examples, more practice and so on, but it remains important that, wherever possible, they take responsibility for their own learning and set themselves ambitious goals.
Welsh: Bydd ar rai dysgwyr angen mwy o gymorth, mwy o enghreifftiau, mwy o ymarfer ac yn y blaen ond bydd yn bwysig o hyd eu bod, lle bynnag bo'n bosibl, yn cymryd cyfrifoldeb am eu dysgu eu hunain ac yn gosod targedau uchelgeisiol i'w hunain hefyd.
English: The essence of personalised learning lies in interactions between teachers and children and young people and among the children and young people themselves.
Welsh: Yr elfen hanfodol mewn dysgu wedi'i bersonoli yw'r rhyngweithio rhwng athrawon a phlant a phobl ifanc ac ymysg y plant a phobl ifanc eu hunain.
English: Such interactions should be characterised by flexibility in approach and responsiveness to emerging needs.
Welsh: Bydd yn bwysig bod rhyngweithio o'r fath yn hyblyg ac yn ymateb i anghenion sy'n codi.
English: Pedagogy that supports social and emotional aspects of learning is important across every aspect of the curriculum and is integral to pursuing the curriculum purposes.
Welsh: Mae addysgeg sy'n hybu agweddau cymdeithasol ac emosiynol ar ddysgu yn bwysig ym mhob agwedd ar y cwricwlwm ac yn hanfodol ar gyfer cyflawni'r dibenion cwricwlwm.
English: It is also an important aspect of the definition of the curriculum adopted by the Review: the climate for learning is part of the learning experience.
Welsh: Mae hefyd yn agwedd bwysig ar y diffiniad o'r cwricwlwm sydd wedi'i fabwysiadu gan yr Adolygiad hwn: mae'r hinsawdd ar gyfer dysgu yn rhan o'r profiad dysgu.
English: Approaches that support learners' social and emotional well-being provide opportunities for the development of emotional intelligence and metacognition.
Welsh: Bydd dulliau sy'n hybu lles cymdeithasol ac emosiynol y dysgwyr yn cynnig cyfleoedd i feithrin deallusrwydd emosiynol a metawybyddiaeth.
English: Learners can thus reflect on their own learning and understand the positive impact that they might have on the learning of others.
Welsh: O ganlyniad, bydd dysgwyr yn gallu myfyrio ar eu dysgu eu hunain a deall y byddant yn gallu cael effaith gadarnhaol ar y dysgu gan bobl eraill.
English: 12. Good teaching and learning encourages collaboration The ability to function effectively as a member of a team is one of the key skills regularly cited by employers as essential in the modern workplace and is an important feature of the Review's proposals.
Welsh: 12. Mae addysgu a dysgu da yn hybu cydweithio Y gallu i weithredu'n effeithiol fel aelod o dîm yw un o'r sgiliau allweddol y bydd cyflogwyr yn cyfeirio ato'n aml fel un sy'n hanfodol yn y gweithle modern ac mae'n agwedd bwysig ar gynigion yr Adolygiad.
English: Cooperative learning is also important in its own right.
Welsh: Mae dysgu cydweithredol hefyd yn bwysig ohono'i hun.
English: Hattie's research is unequivocal in concluding that, 'cooperative learning is effective'56.
Welsh: Mae Hattie yn dod i gasgliad diamwys yn ei ymchwil drwy ddatgan, 'cooperative learning is effective'56.
English: He cites a range of research evidence that highlights the positive effects of peer learning on motivation, problem solving and achievement.
Welsh: Mae'n cyfeirio at amrywiaeth o dystiolaeth o ymchwil sy'n dangos bod dysgu gyda chyfoedion yn cael effeithiau cadarnhaol ar gymhelliant, datrys problemau a chyflawniad.
English: In this context, feedback from peers is particularly powerful and good planning and teaching will create structured contexts for that to take place constructively.
Welsh: Yn y cyd-destun hwn, mae adborth gan gyfoedion yn neilltuol o effeithiol a bydd cynllunio ac addysgu da yn creu cyd-destunau strwythuredig ar gyfer cyflwyno adborth yn adeiladol.
English: All teaching and learning should be directed to achieving the four curriculum purposes.
Welsh: Dylai pob addysgu a dysgu anelu at gyflawni'r pedwar diben cwricwlwm.
English: 33. Teachers should apply the pedagogical principles identified in this report when planning their teaching and learning, to ensure that the activities relate directly to the curriculum purposes.
Welsh: 33. Dylai athrawon ddilyn yr egwyddorion addysgegol sydd wedi'u nodi yn yr adroddiad hwn wrth gynllunio eu dysgu ac addysgu, er mwyn sicrhau bod y gweithgareddau'n ymwneud yn uniongyrchol â'r dibenion cwricwlwm.
English: 34. Children and young people should have opportunities to learn from expertise and experience from outside the school.
Welsh: 34. Dylai plant a phobl ifanc gael cyfleoedd i ddysgu o arbenigedd a phrofiad o'r tu allan i'r ysgol.
English: Sound pedagogy will be an integral part of the successful implementation of the Review's proposals on curriculum and assessment.
Welsh: Bydd addysgeg gadarn yn hanfodol wrth weithredu cynigion yr Adolygiad ar y cwricwlwm ac asesu yn llwyddiannus.
English: It means much more than the implementation of a pre-determined repertoire of methods and requires high-quality teachers with a sound understanding of the 'why' and 'how' of teaching as well as the 'what'.
Welsh: Mae hyn yn golygu llawer mwy na gweithredu repertoire o ddulliau sydd wedi'i bennu ymlaen llaw ac yn galw am athrawon o ansawdd uchel sydd â dealltwriaeth drylwyr o ddulliau addysgu a'r rhesymau drostynt yn ogystal â chynnwys yr addysgu.
English: The implications for the formation and subsequent growth of teachers as reflective practitioners are considerable.
Welsh: Mae'r goblygiadau o ran creu a datblygu athrawon sy'n ymarferwyr myfyriol yn sylweddol.
English: The implementation of the Review's proposals, therefore, will be intimately associated with the Welsh Government's New Deal for the Education Workforce and wider questions of teacher education being taken forward by Professor John Furlong.
Welsh: Felly bydd cysylltiad agos rhwng y camau i weithredu cynigion yr Adolygiad a Bargen Newydd Llywodraeth Cymru i'r Gweithlu Addysg a'r cwestiynau ehangach am addysg athrawon sy'n cael eu hystyried gan yr Athro John Furlong.
English: Chapter 6: Assessment The Review was asked to address both the curriculum and the assessment arrangements in Wales, in recognition both of the vital role of assessment in children and young people's learning and of weaknesses in the current assessment arrangements.
Welsh: 71 Pennod 6: Asesu Gofynnwyd i'r Adolygiad drafod y cwricwlwm a'r trefniadau asesu yng Nghymru, gan gydnabod y rhan hanfodol sydd i asesu yn y dysgu gan blant a phobl ifanc a'r gwendidau yn y trefniadau presennol ar gyfer asesu.
English: This chapter considers the evidence about the efficacy of current arrangements and what needs to happen to improve assessment.
Welsh: Yn y bennod hon, rydym yn ystyried y dystiolaeth ynghylch effeithiolrwydd y trefniadau presennol a'r camau y mae angen eu cymryd i wella asesu.
English: It also considers the implications for assessment of the proposed purposes and structure of the curriculum, taking account of the pedagogical principles for pedagogy outlined in the previous chapter.
Welsh: Rydym hefyd yn ystyried y goblygiadau o ran asesu sydd yn nibenion a strwythur arfaethedig y cwricwlwm, gan roi sylw i'r egwyddorion addysgegol a nodwyd yn y bennod flaenorol.
English: Current arrangements Developments in education policy in Wales have seen major changes to both assessment and accountability arrangements in recent years.
Welsh: Y trefniadau presennol Mae datblygiadau mewn polisi addysg yng Nghymru wedi arwain at newidiadau mawr yn y trefniadau ar gyfer asesu ac atebolrwydd yn y blynyddoedd diwethaf.
English: The Welsh Government has shown consistent support for the kind of assessment for learning approach referred to in the previous chapter57.
Welsh: Mae Llywodraeth Cymru wedi dangos cefnogaeth gyson i'r math o ddull o asesu ar gyfer dysgu sydd wedi'i grybwyll yn y bennod flaenorol57.
English: Following the publication of Learning Pathways through statutory assessment: Key Stages 2 and 358, Wales gave teachers the main responsibility for pupil assessment up to the end of Key Stage 3.
Welsh: Yn dilyn cyhoeddi Llwybrau Dysgu drwy asesiadau statudol: Cyfnodau Allweddol 2 a 358, rhoddwyd y prif gyfrifoldeb dros asesu disgyblion yng Nghymru hyd at ddiwedd Cyfnod Allweddol 3 i athrawon.
English: Judgements are made on a 'best-fit' basis in relation to defined levels.
Welsh: Gwneir barn ar sail y 'cyd-fynd orau' mewn perthynas â lefelau sydd wedi'u diffinio.
English: Guidance has been provided to support teachers in making such judgements.
Welsh: Darparwyd canllawiau i helpu athrawon i wneud barn o'r fath.
English: Results are published and are also gathered centrally by the Welsh Government which then uses them for a variety of monitoring and informational purposes.
Welsh: Mae'r canlyniadau yn cael eu cyhoeddi ac maent hefyd yn cael eu casglu'n ganolog gan Lywodraeth Cymru sy'n eu defnyddio wedyn at amrywiaeth o ddibenion monitro a gwybodaeth.
English: More recently, children and young people's progress in reading and numeracy has been tested annually from Years 2 to 9 and teachers also assess children and young people's progress in meeting expectations in the LNF.
Welsh: Yn fwy diweddar, mae profion ar gynnydd plant a phobl ifanc mewn darllen a rhifedd wedi'u cynnal yn flynyddol ar gyfer Blynyddoedd 2 i 9 ac mae athrawon hefyd yn asesu cynnydd plant a phobl ifanc ar gwrdd â disgwyliadau yn y FfLlRh.
English: The Welsh Government does not publish league tables of school performance.
Welsh: Nid yw Llywodraeth Cymru yn cyhoeddi tablau cynghrair o berfformiad ysgolion.
English: The Welsh Government has acknowledged weaknesses in its assessment framework and that assessment for learning approaches are not well understood and embedded59.
Welsh: Mae Llywodraeth Cymru wedi cydnabod bod gwendidau yn ei fframwaith asesu ac nad yw dulliau asesu ar gyfer dysgu wedi'u deall yn dda nac wedi'u gwreiddio59.
English: Its educational improvement plan recognises that there is a need to provide the kind of high-quality feedback that comes from good formative assessment - assessment for the purpose of informing the next steps in teaching and learning by identifying whether children and young people are progressing as intended - if the achievements of children and young people in Wales are to improve.
Welsh: Mae ei chynllun gwella addysgol yn cydnabod bod angen darparu'r math o adborth o ansawdd uchel a geir o asesu ffurfiannol da - asesu er mwyn pennu'r camau nesaf mewn addysgu a dysgu drwy ganfod a yw plant a phobl ifanc yn gwneud y cynnydd a fwriadwyd - er mwyn gwella cyflawniadau gan blant a phobl ifanc yng Nghymru.
English: Concern about the assessment of children and young people's learning was reflected in the recent OECD60 report on Welsh education that identified the 73 need to 'Ensure that student assessments support learning for all and align to national objectives'.
Welsh: Roedd pryder ynghylch asesu'r dysgu gan blant a phobl ifanc wedi'i adlewyrchu yn yr adroddiad diweddar ar addysg yng Nghymru gan yr OECD60 a nododd yr angen hwn: 'Ensure that student assessments support learning for all and align to national objectives'.
English: The HMCI annual report for 2012-2013 indicates that the most common recommendation in inspection reports is about the need to improve teacher assessment, with nearly 40 per cent of schools inspected having this as a significant area for improvement.
Welsh: Yn adroddiad blynyddol Prif Arolygydd Ei Mawrhydi ar gyfer 2012-2013, nodwyd mai'r argymhelliad mwyaf cyffredin mewn adroddiadau arolygu oedd bod angen gwella'r asesu gan athrawon, a bod hyn wedi'i nodi'n faes pwysig o ran gwella ar gyfer bron i 40 y cant o'r ysgolion a arolygwyd.
English: Even in schools with good inspection outcomes overall, assessment is frequently identified as a shortcoming.
Welsh: Hyd yn oed mewn ysgolion lle y cafwyd arolygiadau da ar y cyfan, mae diffyg mewn asesu'n cael ei nodi'n aml.
English: Similarly, the Curriculum for Wales: Consultation on proposals for revised curriculum and assessment arrangements for Wales - Phase 1: Literacy, numeracy and wider skills (2013) suggested strongly that assessment arrangements were confusing and no longer fit for purpose.
Welsh: Yn yr un modd, yn y ddogfen Cwricwlwm Cymru: Ymgynghoriad ar y cynigion ar gyfer diwygio'r cwricwlwm a'r trefniadau asesu yng Nghymru - Cam 1: Llythrennedd, rhifedd a sgiliau ehangach (2013), cafwyd awgrym cryf bod y trefniadau asesu'n ddryslyd ac nad oeddent bellach yn addas i'w diben.
English: The evidence gathered for this Review supports these conclusions.
Welsh: Mae'r dystiolaeth a gasglwyd ar gyfer yr Adolygiad hwn yn ategu'r casgliadau hyn.
English: Dissatisfaction with current assessment arrangements was one of the strongest messages we received.
Welsh: Anfodlonrwydd ar y trefniadau asesu presennol oedd un o'r negeseuon cryfaf a gawsom.
English: For example, the report on our call for evidence highlighted in relation to one aspect of assessment that the National Reading and Numeracy Tests express results as standardised scores, Foundation Phase uses outcomes, Key Stage 2 and Key Stage 3 use levels, and Key Stage 4 measures attainment using grades.
Welsh: Er enghraifft, roedd yr adroddiad ar ein cais am dystiolaeth wedi tynnu sylw at y farn ganlynol mewn perthynas ag un agwedd ar asesu - 'mae'r Cyfnod Sylfaen yn defnyddio deilliannau, mae Cyfnod Allweddol 2 a 3 yn defnyddio lefelau, mae Cyfnod Allweddol 4 yn mesur cyrhaeddiad plant a phobl ifanc gan ddefnyddio graddau ac mae'r Profion Darllen a Rhifedd Cenedlaethol yn cyflwyno canlyniadau ar ffurf sgoriau safonedig.
English: Some of the statutory assessment requirements take place at the end of a phase or key stage, while others are annual.
Welsh: Mae rhai o'r gofynion statudol yn rhai blynyddol tra bo rhai eraill yn digwydd ar ddiwedd y cyfnod neu'r cyfnod allweddol.
English: At Key Stage 4 there are no statutory assessment arrangements, but schools are still required to report progress to parents and carers.
Welsh: Nid oes unrhyw drefniadau asesu statudol ar gyfer Cyfnod Allweddol 4, ond mae'n ofynnol i ysgolion adrodd ar gynnydd wrth rieni a gofalwyr.
English: There is a need to establish a coherent and consistent approach to assessment in Wales61.
Welsh: O'r herwydd mae angen creu cyfres newydd o drefniadau asesu sy'n gyson ac yn ystyrlon'61.
English: The Welsh Government is currently undertaking a consultation on proposals for improving teacher assessment which, taken with the recommendations in this report, should make an important contribution to improving the validity and reliability of teacher assessment in Wales.
Welsh: Mae Llywodraeth Cymru yn ymgynghori ar hyn o bryd ar gynigion ar gyfer gwella'r asesu gan athrawon a rhagwelir y dylai'r rhain, ynghyd â'r argymhellion yn yr adroddiad hwn, gyfrannu'n sylweddol at wneud yr asesu gan athrawon yng Nghymru'n fwy dilys a dibynadwy.