English: Thank you for the statement. I am speaking on behalf of Siân Gwenllian as she's not here today, so I'm sure she will want to follow up any progress with you when she returns. From listening to the debate already and from reading the statement, obviously broadly we would support personal appraisals if that means that we can be taking the pressure away from young people in terms of those intense tests that happen at the end of a given period. Even if you're not a parent, I'm sure many of us will have heard from our constituents or from family members where young people are feeling the stress due to those testing structures. To that end, I wanted to understand from you what will be the parameters of these personalised appraisals in relation to the support given to the teachers, because if we're going to be individualising much more, if we're going to be giving different timelines to teachers to do different things with different pupils, I need assurances that they're going to be having the capacity within the classroom to do that. We know that many classroom teachers are stretched with the budgets in the situation that they are and so I need assurance. For example, will the TLAs, or the teaching and learning assistants, be given that support as well to upskill to be able to support the teacher in the classroom where those assessments will be taking place? We're all for individuality, we know that people progress along different paths at different stages, it's just how we're able to do that in a systematic way via the budget you're giving to the local authorities. A couple of points of clarification from me - . It's noted in the information in the background to these plans that information will be delivered with the results of assessments to teachers immediately after assessments have been submitted. I'd just like to understand how the assessments will be judged and what system will be used to deliver back such immediate results, because what was brought to my attention by the word 'immediate' was: does it always have to be immediate? Can we give time for the teachers to sit down and discuss this on a wider level as opposed to giving immediate feedback that might not be as useful as intended in the initial instance. It might just be the way it's worded but I seek clarification on that - how they're going to be calculated, for example. Touching a bit on what Suzy Davies said: will the results of the personalised assessments be used to guide teachers and schools in how they proceed to move forward with pupils, or will certain results come with particular prescriptive actions set more centrally at a national level? For example, if you see trends in one area, will there be changes that you'd want to make based on the outcomes of those assessments or not? Is it basically going to be giving more freedom to the teachers? I would support that, ideally. My last question - I'd also like to ask whether or not this will completely end teacher assessments as we move into the future and whether or not there are plans to expand this approach into later years of schooling. Thank you.
Welsh: Diolch i chi am y datganiad. Rwy'n siarad ar ran Siân Gwenllian am nad yw hi yma heddiw, felly rwy'n siŵr y bydd hi'n dymuno mynd ar drywydd unrhyw gynnydd gyda chi pan ddaw hi yn ei hôl. O wrando ar y ddadl hyd yma a darllen y datganiad, mae'n amlwg ein bod yn fras yn cefnogi gwerthusiadau personol pe byddai hynny'n golygu ysgafnhau'r baich ar bobl ifanc o ran y profion dwys sy'n digwydd ar ddiwedd cyfnod penodol. Hyd yn oed os nad ydych chi'n rhiant, rwy'n siŵr y bydd llawer ohonom wedi clywed gan ein hetholwyr neu gan aelodau'r teulu am bobl ifanc yn teimlo dan straen oherwydd y strwythurau prawf hynny. I'r perwyl hwnnw, roeddwn yn awyddus i gael deall gennych chi beth fydd paramedrau'r gwerthusiadau personol hyn o ran y cymorth a roddir i athrawon. Oherwydd os ydym am unigoleiddio llawer mwy, ac os ydym am roi gwahanol linellau amser i athrawon ar gyfer gwneud gwahanol bethau gyda gwahanol ddisgyblion, rwyf am fod yn sicr y bydd ganddyn nhw'r gallu o fewn yr ystafell ddosbarth i wneud hynny. Gwyddom fod llawer o athrawon ystafell ddosbarth dan bwysau o ran cyllidebau fel ag y maen nhw ac felly mae angen sicrwydd arnaf i. Er enghraifft, a fydd y cynorthwywyr dysgu ac addysgu yn cael y cymorth hwnnw yn ogystal â'u huwchsgilio i allu cefnogi'r athro yn yr ystafell ddosbarth lle bydd yr asesiadau hyn yn digwydd? Rydym ni o blaid unigoliaeth, rydym yn gwybod y bydd pobl yn symud ymlaen ar hyd gwahanol lwybrau ar wahanol adegau. Ond sut fyddwn ni'n gallu bod yn systematig yn hyn o beth drwy gyfrwng y gyllideb yr ydych chi'n ei rhoi i'r awdurdodau lleol. Pwynt neu ddau o eglurhad gennyf i - . Nodir yn yr wybodaeth sydd yn y cefndir i'r cynlluniau hyn y rhoddir gwybodaeth i athrawon gyda chanlyniadau'r asesiadau yn syth ar ôl eu hanfon. Fe hoffwn i ddeall sut y caiff yr asesiadau eu barnu a pha system a gaiff ei defnyddio i roi canlyniadau sydyn fel hyn, oherwydd yr hyn a dynnodd fy sylw i gan yr ymadrodd 'ar unwaith' oedd: a oes raid i hynny ddigwydd ar unwaith bob amser? A oes modd inni roi amser i'r athrawon eistedd i lawr a thrafod hyn ar lefel ehangach yn hytrach na rhoi adborth ar unwaith nad yw efallai mor ddefnyddiol ag y bwriadwyd yn y lle cyntaf. Efallai mai'r geiriad yw hyn yn unig, ond hoffwn gael eglurhad ar hynny - ar sut y bydden nhw'n cael eu cyfrifo, er enghraifft. Gan gyfeirio'n fyr at yr hyn a ddywedodd Suzy Davies: a ddefnyddir canlyniadau'r asesiadau personol i dywys athrawon ac ysgolion o ran sut i symud ymlaen gyda disgyblion, neu a ddaw rhai canlyniadau gyda chamau gweithredu penodol sy'n fwy canolog ar lefel genedlaethol? Er enghraifft, pe byddech yn gweld tueddiadau mewn un ardal, a fyddech yn dymuno gwneud newidiadau ar sail canlyniadau'r asesiadau hynny ai peidio? A fydd hyn yn y bôn yn rhoi mwy o ryddid i athrawon? Byddwn i'n cefnogi hynny, yn ddelfrydol. Fy nghwestiwn olaf - hoffwn ofyn hefyd a fydd hyn yn diddymu asesiadau athrawon yn llwyr neu beidio wrth inni symud tua'r dyfodol ac a oes cynlluniau neu beidio i ehangu'r dull hwn i flynyddoedd diweddarach mewn ysgolion. Diolch i chi.