1. Dr Jane Jones King’s College London Oslo, November 2010
AfL – Back to Basics and a way to progress learning. Implications for trainers
Dr Jane Jones
King’s College London
Oslo, November 2010
© Dr Jane Jones

2. Session outline AfL: what is it? Features of effective practice
Progression
Research with pupils
Teacher learning
Student teacher learning
Implications for trainers
So, what are the basics?
© Dr Jane Jones

3. Formative Assessment
This is classroom assessment which focuses on the learning as it is taking place and its function is to bring about improvement
Both teachers and learners need to be involved but ultimately it is the learner who has to take action
Reminder of what FA is but stressing 2nd paragraph with involvement of learners. Thinking about how we can involve learners more actively in their learning and in assessment. What sort of classroom env supports this? What sort of training do learners need?
© Dr Jane Jones 3

4. Assessment For Learning
Provide teachers with information about student thinking
Provide feedback to students for their self-monitoring and subsequent learning
Provide teachers with feedback to help them decide on next steps
Assessment is an integral part of self-directed learning
Provide opportunity for teachers to give feedback
© Dr Jane Jones 4

5. 5 Key Strategies Sharing learning intentions Questioning Feedback
Clarifying and sharing learning intentions and criteria for success
Questioning
Engineering effective classroom discussion, questions and learning tasks that elicit evidence of learning
Feedback
Providing feedback that moves learners forward
Self-Assessment
Activating students as owners of their own learning
Peer-Assessment
Activating students as instructional resources for one another
© Dr Jane Jones

6. AfL rich lessons will have..
Varied and challenging questions/questioning
Feedback and targets that are followed up
Two and a wish type feedback
Critically reflexive self- assessment
Skilled peer-assessment
‘Wait time’ for thinking/meta-reflection
Traffic –lighting possibilities
Opportunities for dialogue/pupil talk
Blended skill opportunities
Embedded assessment
Skilful interventions
© Dr Jane Jones

7. Research with pupils about their learning
Embedded AfL-WALT, WILF, targets, talk opportunities etc. at the primary phase can lead to pupils’ transfer of skills to secondary levels
In the absence of clear learning targets and feedback, after a time, pupils can ‘figure it out’ for themselves
Progression would be deeper and faster with continuity of approach
Transitions-for there are many- need to focus on learning and teaching
Teachers’ lack of awareness of and respect for the ‘other’ phase of learning, teaching and assessment
An opportunity for rich teacher learning with colleagues – children tell us teachers have great things to share
(Jones and Webb, )
© Dr Jane Jones

8. Research from Secondary pupils
8 teachers so 8 ways to teach and 8 ways to assess
Discontinuity of practice: stop and start again
Negating primary AfL experiences
Fixation with summative assessment
Some exceptions e.g. using primary techniques, portfolio work
© Dr Jane Jones

9. Ensuring progression Collecting qualitative data about pupil learning
Portfolio style assessment
Transitions
Pupil self-learning, assessment and knowing where they are, and next steps
Records of learning
© Dr Jane Jones

10. Teacher learning
Change in belief about assessment (not just handing over of pre-defined formats/ tools)
Teacher Learning Groups
Time and space to think, try-out and share
Peer observation
Involve children in discussion/evaluation- what would they find helpful?
Assessment team and leadership
Practitioner research
A whole school ‘big conversation’
Student teachers to engage in this
© Dr Jane Jones

11. Student teacher learning 1
Good at setting learning objectives
Training pupils to peer assess
Helpful friendly feedback
Tricks and games
Pair and group work
Using summative assessment formatively
Good classroom community atmosphere
Enthusiasm for AfL
© Dr Jane Jones

12. Student teacher learning 2
Revisit learning objectives
Better quality success criteria
Individualised focused feedback
Letting pupils do the learning
Think time
Being flexible and responsive to contingencies
Positive and formative attitude to examination preparation
A ‘habit of mind’ not techniques
© Dr Jane Jones

13. Implications for Trainers
Introduce AfL immediately training begins
Embed into the course inc assessment procedures
Provide expert models yourself and in school
Encourage trainees to practise in small ways
Keep AfL fresh and not routinised
Lesson frames not lesson plans
Discuss and share good practice
Opportunities to observe skilled practice
© Dr Jane Jones

14. Rethinking Pedagogy: 2 examples
Getting away from I-R-F / I-R-E
Basketball rather than serial table-tennis
‘No hands up’ (except to ask a question)
Class polls to review current attitudes towards an issue
‘Hot Seat’ questioning
Pose-pause-pounce-bounce
Approach to error
© Dr Jane Jones

15. In the student teacher learning community and in classrooms
Crucially…
Active learning
Collaborative learning
Dialogue about/in learning
In the student teacher learning community and in classrooms
© Dr Jane Jones

16. Creating a Learning Community
Safe level of experimentation
Developing confidence
Becoming assessment-literate
Group identity
Moving learning onwards
Crucially:
Active learning
Collaborative learning
Dialogue about/in learning
In the student teacher learning community and in classrooms
© Dr Jane Jones

17. Back to basics
Ensure clarity and orientation (‘out of the fog’ – Jeff Lee)
Good succession criteria for quality work
Progression inbuilt
Appropriate pace – less hyperactivity
Skilful teaching and spaces for learning
Good questions/Question technique
Pupils talk more than teacher
Ensuring understanding (What did we learn? How did we learn? How could we do it better differently?)
Developing learning and learner strategies
Feed forward and advance planning – what’s next? – conceptual progression
The class as a learning group & team
Sustainability and continuity with portfolio assessment
© Dr Jane Jones

18. References
Jones, J. and McLachlan, A. (2009) Primary Languages in Practice. A Guide to Teaching and Learning. Maidenhead: OUP
Jones, J. and Wiliam, D. (2008) Modern Foreign Languages Inside the Black Box. London: GLA Assessment
Jones, J. (2010) ‘The role of AfL in the management of primary to secondary transition: implications for language teachers’ Language Learning Journal 38, 2:
Webb, M and Jones, J on-line.( about research in Jersey)
© Dr Jane Jones