1. Assessment For Learning
LO – To review our current understanding of AfL and share practical strategies for how you can implement this in your lessons

2. Starter: What is the difference between assessment of learning and assessment for learning? How confident are you answering this question? Hold up your traffic light card!

3. What is the difference between assessment of learning and assessment for learning? 1) 20 seconds thinking time 2) 30 seconds to discuss with your partner and agree in a pair what you think the answer is 3) 1 minute on our tables to share your agreed answers ready to feedback

6. Why do we need assessment for learning?
3 minutes on your tables to brainstorm your answers on a mindmap
One person to take your mindmap to the next table to present your ideas.
Take feedback from the group and add anything you missed to your mindmap in a different colour
Return to your group and share your new learning

9. Stickability
Planning for what learning must stick ready for the next lesson… not planning what is to be done.
What is the fundamental aspect of the lesson you need students to learn?
What key skill, knowledge or understanding must pupils grasp?
What should students leave your classroom knowing or understanding for next lesson?
Why should this skill stick and how will you make it stick?
How will you know that it has stuck? If students become unstuck, then what?

10. Success Criteria Closes the Gap Improves learning Improves teaching
Defines excellence
Drives progress
Reshapes tasks
Swiftly identifies misconceptions
Eradicates errors
Determines baseline understanding to correctly pitch
Demonstrates the level of mastery achieved
Informs future planning
Informs the necessary questioning
Supports decisions around who to pair/group
Identifies who needs additional intervention

11. What are the main forms of Assessment for Learning
What are the main forms of Assessment for Learning? In each box place post-its listing specific strategies and points to consider when using each of these Assessment for Learning methods

12. What are the main forms of Assessment for Learning?
Marking and Feedback
Questioning
Diagnostic Testing
Pupil Assessment
AfL

13. Review
Come and place your post its on the flip charts around the room so we can collect your ideas
4 minutes to go round the room and read the different ideas from the groups.
Independently write down at least 5 key things you will take away to reflect on to improve your AfL
Feedback?

14. Formative v Summative Marking
On your tables:
On one whiteboard list keywords / phrases linked to formative assessment
On the other list keywords / phrases linked to summative assessment

16. Formative v Summative Marking
Marking can form part of your assessment for learning as long as it informs your planning
What are the commonly met objectives?
What are the common misconceptions / errors?
Are there any particular pupils of concern with gaps?
What are the lesson planning actions as a result? How is your marking going to enable pupils to further learn and make progress?

17. Formative v Summative Marking
Marking can form part of your assessment for learning as long as it informs your planning
What are the commonly met objectives?
What are the common misconceptions / errors?
Are there any particular pupils of concern with gaps?
What are the lesson planning actions as a result? How is your marking going to enable pupils to further learn and make progress?

18. Live Marking – formative assessment
Verbal or written as you circulate the room giving immediate feedback on small sections of work.
Particularly useful during silent work where you may spot mistakes and highlight these on work as you read over their shoulder.
Find and Fix - You could put a number in the margin highlighting the number of mistakes they have made and they have to find and correct them.
Pros:
Give pupils immediate diagnostic feedback
Enables pupils to immediately edit work before any final assessment
Prompts pupils to actively think about why the work is not yet perfect!

19. Peer Marking – formative assessment
Give students different pieces of work and ask them to rank them and identify the main reasons why one is better than the other.
Once ranked pupils should be able to give you the key marking points that make one piece of work better than another. Once this is achieve the assessment criteria can be provided to lock down understanding.
Give pupils coloured highlighters and ask them to highlight on their work where they think they have shown evidence of different skills according to the requirements of the assessment criteria
Mastery marking – in pairs pupils routinely give each other verbal feedback until they both agree that their work is of the required standard.

20. What AfL strategies have we used already today?
2 minutes, in silence to reflect on and list AfL strategies we have actually used in the session today

21. What AfL strategies have we used already today?
Reading work of peers for self assessment
Brainstorm and Mind-mapping current knowledge
Peer Feedback to enable progress
Marking against success criteria
Post-It notes to assess current knowledge
Traffic lights
Whiteboards
Thinking Time
Think-pair-share
Targeted questioning
Diagnostic Testing
FEEDBACK!

23. Your Turn
You have been asked to bring a lesson with you that you will be teaching this week.
On your lesson plan ensure you have identified:
When you will implement Afl to check learning before moving onto the next task
Which are the most appropriate forms of AfL to use at each of those points
How will you use the feedback you are getting at each point in the lesson
What your success criteria are for the lesson – what must they know before they leave the room? (Stickability!)