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THE REGENT SECONDARY SCHOOL

Assessment for Learning

PRESENTATION BY: MRS HELEN CHUKWUJEKWU & MISS JOY UGONO

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AfL
Assessment for Learning
TASK:
Either in your notebook, or on the piece of paper provided on
your desk; write down what you think Assessment for Learning
means.
You have 2 minutes to complete this task.

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AfL
So what does it mean?
Assessment for Learning is 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 next, and how
best to get there.
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Assessment Reform Group

2002

AfL
Assessment for Learning focuses on the learning process and is
conducted during daily classroom practice.
It is an approach to teaching and learning that creates feedback
which is then used to improve students performance.
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Key Principles of AfL in the

classroom

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https://educatingmatters.wordpress.com/effectivemarking/

AfL

Five Key Strategies

Sharing
Learning
Expectations

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Eliciting
Evidence

Feedback

Self
Assessment

Peer
Assessment

How do I use AfL

effectively in the
classroom?
Share the learning
intentions/objectives with students.
Share success criteria with students.
Create opportunities for effective
questioning.
Create opportunities for feedback from
students.
Create opportunities for self and peer
assessment.
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Benefits of AfL
Teachers/schools often find it difficult to implement Assessment for
Learning. It is not an isolated activity and should be part of a manageable
school-wide system of assessment.
It is a powerful way of raising pupils achievement.
It is based on the principal that students will improve most if they
understand the aim of their learning, where they are in relation to this
aim and how they can achieve the aim (close the gap in their knowledge).
It should not be viewed as simply being a project or an add-on to lesson
planning. Rather, it is essential to effective teaching and learning.

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AfL in Practice
Assessment for Learning in Practice:
Criteria for observation
Assessment strategies that promote learning are:
Rich Questioning
Effective feedback and marking
Peer and self assessment
Regulating learning

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https://educatingmatters.files.wordpress.com/2012/04/stlws_criteriaforobs.pdf

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Assessment for Learning in Practice: Music

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Assessment for Learning in Practice: Music

Peer
Assessment
This introduces learners to the peer feedback process.
Learners give each other feedback on what they are doing well
and they can do to improve their work and progress to the
next level.

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Quality Feedback
The Importance of Quality Feedback
It is important that feedback to any pupil should be about the particular qualities
of his or her work, with advice on what he or she can do to improve. Try to avoid
comparisons with other pupils as this can often lead to resentment and a lack of
confidence within the student.
Feedback has shown to improve learning where it gives each pupil specific
guidance on strengths and weaknesses, preferably without any overall marks.

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Quality Feedback
The Importance of Quality Feedback
In order to improve the quality of feedback there must be explicit expectations about
it. Teachers need to explain to pupils that, in line with whole-school policy:
they will receive feedback on their work periodically and selectively
such feedback will be focused on key priorities [the learning objectives]
such feedback will identify what they need to do to improve
seeking help is an essential part of their learning and leads to useful discussion
about ways of learning
feedback will require interactivity/action by the pupil
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Formative assessment: implications for classroom practice

McCallum, B (2000)

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FEEDBACK FROM THE LEARNER

TRAFFIC LIGHTS
The traffic lights system is a quick way to find out how confident learners feel about
a new topic or concept that has been covered in the lesson.

If any student(s) indicate they are at Red or Amber, go over the concept again and
use
students
who
are
at
Green
to
help
you.
Then
ask
the
same
Red
and
Amber
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students to indicate where they are now.

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AfL

IN SUMMARY

Assessment for Learning:

Is embedded in a view of teaching and learning of which it is an essential part.
Involves sharing learning goals with pupils.
Aims to help pupils to know and recognise the standards they are aiming for
involves pupils in [peer and] self assessment.
Provides feedback, which leads to pupils recognising their next steps and how to
take them.
Promotes confidence that every pupil can improve.
Involves both teacher and pupils reviewing and reflecting on assessment data
[information]
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Assessment for learning: beyond the black box

Assessment Reform Group (1999)

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AfL

HOW DOES ASSESSMENT FOR LEARNING HELP LEARNERS

help motivate pupils

encourage pupils to take more responsibility for their own learning
actively involve pupils in setting their own individual targets

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OVER TO YOU

AfL IN PRACTICE
Explore three or more of the following ideas and discuss how you can incorporate
them into your own teaching and learning practice.
Familiarising pupils with the objectives in subject frameworks
Developing regular and planned periodic peer and self assessment opportunities
Developing pupils skills in group talk
Developing class, group and individual target setting
Where is there existing good practice in curriculum target setting within the
school?
How can this good practice be shared more widely?

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@ Crown Copyright 2004

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THANK YOU FOR LISTENING!

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Tuesday 30th August 2016