 To gain a professional understanding of what AFL is  To apply our understanding AFL techniques to classroom practice

 To work as a group to present lesson plans that demonstrate how to use AFL to inform how and what students are learning

 It is the process we use to find out what students KNOW, UNDERSTAND and CAN DO  It is a way of informing future planning based on where the students are at a given point in their learning  It is a way of helping students know what they have to do to improve

‘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 of Learning The summative act of assessment carried out periodically. To judge how well the pupil is performing.

Takes place all the time in the classroom. Uses the information gained from assessment to improve learning.

Planning Teacher input LearningAssessingReviewAdapt

 Using your recent lesson plans, evaluate how well they allow this AFL process to take place

AFL is ‘…the process of seeking and interpreting evidence for the 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

 Include in your lesson planning  Use AFL techniques that are appropriate to the learning activity  use AFL in a positive way to encourage learners and motivate them  use AFL to monitor students’ progress towards achieving the lesson objectives  use AFL to create an ethos of self assessment for both students and teacher

 You must know whether you are using BASIC, Middle or Higher Order Learning Skills These skills are at the core of designing your differentiated activities

Basic Order Learning: KNOWLEDGE If your lesson is pitched at NC Level 2/3 then lower order-thinking tasks are required. Trigger words/activities: identify, label, list, retell. Basic Order Learning: UNDERSTANDING/COMPREHENSION If your lesson is pitched at NC Level 4 then lower order- thinking tasks are required. Trigger words/activities: compare, contrast, estimate, explain

Middle Order Learning: APPLICATION If your lesson is pitched at NC Level 5 then middle order-thinking tasks are required. Trigger words/activities: solve, predict, demonstrate, relate. Middle Order Learning: ANALYSIS If your lesson is pitched at NC Level 5/6 then middle order-thinking tasks are required. Trigger words/activities: differentiate, categorise, speculate, outline.

Higher Order Learning: SYNTHESIS If your lesson is pitched at NC Level 6/7 then higher order-thinking tasks are required. Trigger words/activities: construct, build, create, summarise, design. Higher Order Learning: EVALUATION If your lesson is pitched at NC Level 7+ then higher order-thinking tasks are required. Trigger words/activities: judge, justify, conclude, criticise, assess. This excellent advice came from a CPD INSET by Ron Rooney (Durham LEA) I've just pasted this from the Thinking Skills seminar

 Subject knowledge?  Skills?  Progress?  Understanding?

 Question and Answer  Discussing in pairs, groups or whole class  Presentations in group or class context  Interviewing peers  Debates  Role play and simulation

 Written responses to questions  Notes  Empathetic writing (Stories, diaries, poetry)  Analytical writing (Formal reports,newspaper articles)  Descriptive writing

 Diagrams  Sketches  Drawings  Graphs  Photographs  Displays

Devise a lesson plan for a KS3, GCSE and ‘A’ level lesson showing how and where you intend to use AFL techniques and what evidence you and your students will gain from this to inform future learning. Remember The teacher uses a range of assessment methods successfully to inform teaching. Learners have a clear framework of how to improve, enabling peer and self assessment to take place.

 QTS standards  Do I understand what AFL is?  Can I incorporate AFL techniques in my lesson planning  Recommendations to improve the session