Assessment for

Learning
 Learning Objectives
• To understand the key characteristics of
Assessment for Learning
• To develop opportunities to incorporate
Assessment for Learning strands within
lessons
• To understand how peer and self assessment
can improve student learning
• To know how oral and written feedback can
be used to develop student learning
 Starter Activity
• Reflect on your own school days. Think of an
example of a teacher who helped you to
improve your standard of achievement in
their subject. What did they do that helped
you move your learning forward?
Assessment for Learning
• 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 and how best to get there.
 Assessment for learning –
definitions
•‘In this paper… the term assessment refers to all those activities
undertaken by teachers, and by their students in assessing
themselves, which provide information to be used as feedback
to modify the teaching and learning activities in which they are
engaged.’

Black, P. and William, D. (1998)

‘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 and how best to get there.’
Assessment Reform Group (2002)
 Assessment for learning –
key characteristics
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

Assessment for learning: beyond the black box

Assessment Reform Group (1999)
 Lesson Sequence
• In groups discuss possible opportunities for AfL within a
lesson. It may help you to think of a specific lesson.

Starter Main Development Plenary

 Sharing
learning
goals/
objectives
with students
 Helping
students to
recognise the
standards they
are aiming for
 Providing
feedback
enabling
students to
recognise their
next steps for
learning
 Reviewing
and
reflecting on
assessment
Information
 Involving
students in
peer/self
assessment
 Having
confidence
that every
student can
improve
 Effective peer and self
assessment
• The learning outcomes must be made explicit to the
student
• Students need to be able to identify when they have
met some or all of the success criteria
• Students need to be taught how to work
collaboratively in peer assessment tasks
• Students need to be able to assess their own
progress to become more independent learners
Implications for teaching
• Train students over time to assess their own work and that of
others
• Plan peer and self assessment opportunities in lessons
• Explain the learning objectives and learning outcomes behind
each task
• Guide students to identify their next steps
• Frequently and consistently encourage students to reflect on
their learning
• Allow time in your planning for reflection
• Teach students language that they can use for peer/self
assessment
 Language for peer
assessment
• The following prompts could be used:

“You have met the criteria because you have . .”

“This is your best sentence/point because . . .”
“You could improve this further by . . .”
“To reach the next stage you need to . . .”
 Task
• Complete the worksheet – Benefits of
peer/self assessment
• Peer-Self Assessment.doc
 Oral feedback
• Acknowledges what has been learnt and
encourages reflection and extension of
learning
• Recognises that students need time to reflect
on their learning
• Encourages students to pose further questions
• Encourages students to make next steps
 Written feedback
• Make the learning objectives and outcomes the
reference point for feedback
• Lets the students know if they are on the right track.
• Gives encouragement
• Stimulates the correction of errors
• Comments on the progress of the students
• Lets the students know how to improve their
learning
• Give them an opportunity to think through an
answer themselves
• Gives an opportunity for students to respond
 Other resources
• Assessment_For_Learning_Activities[1].ppt
• CEA_Islington.ok[1].pdf
• CEA_Islington.ok[2].pdf
• CIE3.pdf
• policy_o02.pdf