1. Assessment for Learning (AfL) Learning Intentions & Success Criteria Samaira Nasim

2. AIMS OF SESSION:
Understand what learning intentions and success criteria are.
Be able to identify and frame learning intentions and success criteria
Understand the difference between product criteria and process criteria.
Have a go at writing process success criteria.
By the end of this unit, you will:
understand what learning intentions and success criteria are;
be able to define and communicate learning intentions and success criteria; and
know how to successfully use these two elements of AfL in your classroom.

3. Task 1
Think about a time when you have succeeded at learning something.
What made it successful?
Were there are any barriers?

4. KEY ELEMENTS OF AfL Shared learning intentions/objectives
Clear success criteria
Feedback and marking
Pupil self evaluation
Effective questioning
Target setting

5. Why Are Learning Intentions and Success Criteria Important?
‘If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place.’
- (An Intro to AfL, Learning Unlimited, 2004)
Learning Intentions
‘What’ and ‘Why’
Success Criteria
‘How to recognise success’
Despite building learning intentions into our planners, we are not good at sharing learning intentions and success criteria with our pupils.
But at the same time, we want our pupils to be self-motivated, have a sense of purpose, etc.
To give our pupils the tools they need to take more responsibility for their own learning and achieve greater learning independence, we need to communicate to them:
what they are going to learn;
why they should learn it in the first place; and
how they will recognise when they have succeeded.
Research shows that pupils who regularly receive this information in the classroom are:
more focused for longer periods of time;
more motivated; and
better able to take responsibility for their own learning.
Assessment for Learning, and particularly these first two steps in the process, immediately involves pupils with their own learning and offers opportunities for key interactions between pupils and teachers.
These two elements of AfL are also important because if learners do not know what they are expected to learn and how to recognise their own success, then we cannot promote peer-/self-assessment, which are two other elements of AfL (to be covered in a later unit) as well as being important life skills.

6. What Is a Learning Intention?
‘A learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.’ (Learning Unlimited, 2004)
Learning Intentions
Identify new learning
Focus on transferable skills
To begin with, what is a learning intention?
We are all familiar with using learning intentions. However some of us use different terms for them, including: learning objectives, learning goals, or learning aims.
In AfL, the word intention is used purposely because it puts greater emphasis on the process of learning rather than the end product.
A learning intention is simply a description of what you want the pupils to know, understand or be able to do by the end of a lesson. What is the focus?
It identifies new learning for the pupils and it focuses on transferable skills, so pupils can make connections between their learning and other areas of school and life, take the learning away and apply it in other contexts.

7. Sharing Learning Intentions
Identify what pupils will be learning (We are learning to…).
Explain the reason for the learning (This is because…).
Share (and sometimes negotiate) the learning and the reason with pupils at the beginning of the lesson or activity.
Present these in language that pupils can understand.
Revisit the learning intention throughout the activity/lesson.
Here are five steps to framing and delivering learning intentions.
It is important that we:
are clear and specific about learning intentions and the reasons why these are important things to learn;
break down learning intentions and translate them into meaningful and manageable language;
introduce and share learning intentions appropriately at beginning of the lesson; and
structure lessons so the pupils can focus on and revisit the learning intention through approaches such as questioning, peer- and self-assessment, written and oral feedback and plenary sessions.
But, we need to think about:
How systematic have we been in doing this – particularly at the beginning of a lesson or activity?
Are we writing or explaining intentions in language that pupils can understand?
When we have presented learning intentions, have we tended to focus on what will be produced rather than what will be learned?

8. Defining the Learning Intention
We are learning to…
- work effectively in groups.
- use evidence to draw conclusions.
- identify odd and even numbers.
Here are some examples of learning intentions.
Look at the second example. What curricular context does it come from? (could come from any subject)
Is it a useful skill to have in any context?

9. Defining the Learning Intention.
Activity: What are we doing?
- Write a description of your best friend.
Learning Intention: What are we learning?
- To write an effective characterisation.
In this example, pupils are learning to write effective characterisations. This is the transferable skill and the learning intention is expressed in terms of a new understanding they are going to develop. Friendship is the context on this occasion.
When defining learning intentions, the key is to distinguish between what your pupils are learning and what they are doing. It sounds simple enough, but many of us get it wrong. For instance, who here can hear themselves saying something along the lines of:
‘Today class, you’re going to write a description about your best friend’ instead of
‘Today class, you’re going to be learning how to write effective characterisations.’
The first statement focuses on what they’ll be doing in the activity … but the second explains what they’ll be learning. And this is the critical difference when identifying learning intentions. We need to emphasise what the pupils will be learning.

10. Activity 1 From Doing to Learning Learning Intention
Be able to identify learning intentions
Be able to frame learning intentions
Now that you understand the principles behind learning intentions, let’s try to put it into practice.
So for this activity, the learning intentions are the same as those noted at the start of this unit:
to be able to identify and frame learning intentions.
(Pass out Activity Sheet 1.)
The activity sheet you’ve been provided with has a list of typical classroom lessons. Your task is to:
read each activity;
determine what each activity’s learning intention and context is;
fill in the blanks using language appropriate to your pupils’ age and understanding; and
enter some of your own lessons, learning activities and contexts.
(Allow the participants a few minutes to complete their Activity Sheet before moving on to the next slide.)

11. Getting the Learning Intentions Right!
Activity
Learning Intention
Context
Give a speech for or against smoking
To present a point of view in a persuasive way
Speech about smoking
Draw a bar chart to show how pupils in our class come to school
To present information graphically
Bar chart on types of transport used to get to school
Work effectively in a group to design a leaflet to promote healthy eating
To be able to work effectively in a group
Healthy eating leaflet
Here are some proposed answers for Activity 1.
Please note that these are only suggestions. For each activity, there is no one right or wrong answer as long as the learning intention centres on what is being learned rather than what is being done. The learning intention will depend on the focus for learning in that context.
For example, in the activity ‘Give a speech for or against smoking’, the learning intention could be:
to present a point of view in a persuasive way (English/Literacy) (as noted on the slide); or
to understand the effects of smoking (Personal Development).
Did anybody get different learning intentions than those that appear on the slide?
What about the language that appears here in the Learning Intentions? Is it clear and simple enough for your pupils to understand? Would you need to adjust it at all?
Who would like to share the activities and learning intentions they came up with?

12. Activity 2 From Learning Intention to Success Criteria
To identify and frame success criteria
Now that you understand the principles behind creating success criteria, let’s try to put it into practice.
(Pass out Activity Sheet 2.)
The learning intention for this activity is to:
identify and frame success criteria.
The activity sheet you’ve been provided with lists a few typical classroom lessons. Your task is to frame your own success criteria. The first one has been done for you.
Fill in this sheet by either creating success criteria for those activities, learning intentions and contexts that you created in Activity 1 Or
By creating success criteria for the examples provided on this next slide.

13. Success Criteria What do you understand by the term Success Criteria?
Success Criteria is how can children show that they have achieved that objective, what they have to do.

14. What Are Success Criteria?
‘… success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on.’
- Shirley Clarke
So what are success criteria? What does success look like?
Success criteria let pupils know if they have achieved the learning intention.
They summarise the main teaching points (key ingredients) or processes (key steps) which link directly to the learning intention.

15. Success Criteria Learning Intentions Success Criteria
‘How to recognise success’
Learning Intentions
‘What’ and ‘Why’
The next element in the Assessment for Learning process is the development of success criteria.
If learning intentions spell out what the students will learn and why, the success criteria show pupils how to recognise success.

16. Different Types of Success Criteria
The success criteria is a statement of what the child will
be able to do if they meet the learning objective.
It should also be linked to an age-related example which
children can attempt to show whether they are successful.
The process success criteria are the steps which could
help the child achieve the learning objective.
The success criteria is a statement of what the child will be able to do if they meet the learning objective. Linking it to an example is particularly important in maths.
The process criteria are the steps which could help the child achieve the learning objective – sometimes referred to as steps to success
In mathematics the ‘outcome based’ success criteria is far less helpful. Success criteria in the form of ‘I can’ statements e.g. ‘To be able to partition three-digit numbers’ leading to success criteria in the form of ‘I can partition three-digit numbers’ were only useful in terms of enabling the children to recognise if they had achieved the objective. What this type of success criteria fails to do is support the pupil and teacher in identifying barriers preventing the child from achieving the objective; neither does it help to identify the next steps for the child.

17. ‘Product’ success criteria are unhelpful e. g
‘Product’ success criteria are unhelpful e.g. ‘your answers will be correct’. They focus on end points or products. They are what the teacher wants and don’t indicate for the children how the learning objective will be fulfilled. ‘I’ll know it when I see it’ approach that leads to being reactive rather than proactive.
‘Process’ success criteria are helpful. They explain how the learning objective will be achieved. Children are actively engaged in the process of learning. They act as an aide-memoire of necessary ingredients.

18. Why Are Success Criteria Important?
Improve understanding
Empower pupils
Encourage independent learning
Enable accurate feedback
Establishing success criteria is an important part of Assessment for Learning for a number of reasons. First of all
It improves pupils’ understanding by keeping them informed about how they will be assessed.
This, in turn, empowers pupils because it involves them in their own performance and learning.
In time, pupils who have experience of working to success criteria and contributing to the development of success criteria are more apt to take an independent approach to learning, as they understand how the criteria apply to their learning. They then are able to use these to assess their own achievements, address their own concerns and identify areas for improvement.
Success criteria also allow you and the pupils to give accurate feedback – they keep you and the pupils focused on the criteria that the work will be assessed against.

19. Effective Success Criteria…
are linked to the learning intention;
are specific to an activity;
are discussed and agreed with pupils prior to undertaking the activity;
must be visible so children can look up and check during the lesson.
provide a scaffold and focus for pupils while engaged in the activity; and
are used as the basis for feedback and peer-/self-assessment.
Quality success criteria are characterised by these features:
They are closely linked to the learning intention.
They are specific to the activity and will vary with each activity, even if the activities share a common learning intention.
They are agreed with the pupils in advance. This discussion aspect is particularly important in the classroom.
First, it helps foster a positive classroom environment.
It also gets pupils involved in the learning and upcoming activity even before it’s begun.
It can also help build pupil self-esteem by offering them opportunities to contribute.
And it is a useful tool to strengthen the pupil-teacher relationship.
They encourage responsibility and independence by scaffolding peer- and self-assessment.
They are revisited and used to provide pupils with feedback on their learning. This feedback can be provided by both you and the pupils themselves.
Remember to follow through, though, and only assess the pupils on what has been agreed.

20. Effective Success Criteria cont.
Learning Intention:
We are learning to write a narrative.
Activity: Write a ghost story.
I will be successful if:
people enjoy reading my story; and
it frightens them.
set the scene in the opening paragraph;
build up tension/suspense;
use spooky adjectives and powerful verbs; and
end with a cliffhanger.
When creating the success criteria, it is important to focus on process and characteristics rather than the final effect.
In this example, there are two sets of suggested success criteria. Which set is more helpful to pupils?
The criteria ‘I will be successful if people enjoy reading my story’ and ‘it frightens them’ are not success criteria because they focus on reaction rather than guidance on how to achieve the effect … that is, guidance on how to write a narrative.
You can see that the success criteria listed on the right, however, provide pupils with the key ingredients needed to show that they fulfil the learning intention. If they can do these things, then they have shown they understand how to write a narrative.

21. calculate the passing of time in 5-minute intervals.
Additional Examples
We are learning to…
present an argument.
calculate the passing of time in 5-minute intervals.
Remember to…
include opening and closing statements
give reasons for and against
use evidence to support
use language to persuade
count from the minute hand
stop where the minute hand finishes
count in fives
go clockwise
Here are a few more examples of good, relevant success criteria.

22. Generating Process Success Criteria
Essential for children to be included.
Write the success criteria in children’s words.
If there are a lot of steps (e.g. in a calculation), write each one as that step is modelled.
With the whole class, look at anonymous work.
Get the children to have a go first, then generate the criteria.
Should generate the process criteria with the children, but should have thought about what they will be at the planning stage so that children can be guided if unsure or if missing key criteria.

23. Effective Process Success Criteria
Effective criteria will:
Be written to support understanding
Include examples
Be short
Be clearly laid out and visible
Relate to the learning and not the task
Effective use will be when pupils:
Know their purpose
Use as and when they need to, either to:
- support learning
- act as a reminder
Use as a check

24. Process Success Criteria – an Example
Learning Objective: To use a multiplication grid to calculate TU x TU
Success Criteria: I can calculate TU x TU by using a multiplication grid.
Process Success criteria:
Partition the numbers into T and U on the grid.
Multiply the numbers for the first square and put the answer in the box.
Do the same for the rest of the grid.
Total the four boxes. etc
Easily planned
Steps involved, or what you need to do in order to achieve the learning objective

25. Task
Write suitable process success criteria for the following learning objectives.
Year 2 Objective:
Round two-digit numbers to the nearest 10.

26. Process criteria: Find the number on the number line Identify the multiple of 10 at either side of the number Count the jumps to the multiple of 10 before Count the jumps to the multiple of 10 after Round the number to whichever is nearest If the last digit is 5, round the number up to the next multiple of 10

27. Year 4 Objective:
To be able to multiply and divide numbers to 1000 by 10.

28. Process Criteria:
Multiplying by 10
Move the digits one place to the left
Use 0 as a placeholder
The number becomes 10 times bigger

29. Year 6 Objective:
To be able to locate and plot coordinates in the first quadrant.

30. Process criteria:
To plot a coordinate:
Start at the origin (0,0)
Read along the x axis to find the first co-ordinate (x)
Read up the y axis to find the second co-ordinate (y)
Mark the point on the gridline where they meet

31. Recapping the Benefits
How does the use of Learning Intentions and Success Criteria benefit pupils?
We’ve nearly completed this unit, but before we conclude, I’d like everyone to think about all that we’ve discussed so far and to recap in what ways using Learning Intentions and Success Criteria benefit pupils.
Who would like to offer a suggestion?
(Pause to allow comments, then move to next slide.)

32. Benefits for Pupils
‘Children are more focused and interested, creating a positive learning culture. Their self-esteem is improving also.’
‘We have given children the vocabulary to discuss their own work.’
‘Success can now be achieved by all, even the weakest children!’
‘Pupils are beginning to talk more about how they are learning rather than what they are learning.’
Here are some pupil benefits, which were identified by teachers involved in the NI Action Research Project, 2005
What about benefits to teachers? Do you see this process as having value to us?
(Pause to allow comments, then move to next slide.)

33. Benefits for Teachers
‘Sharing learning intentions and success criteria at the beginning of the lessons has resulted in teacher and pupils working more in partnership towards a common goal.’
‘I’m more sensitive to individuals’ needs/achievements.’
‘Relationships between teacher and pupils are warmer and more positive.’
Here are some of the teacher benefits as identified by teachers involved in the NI Action Research Project, 2005
‘My planning is more
effective/focused/
thoughtful.’

34. Summary
To take more responsibility for their own learning, pupils need to know:
what they are going to learn;
how they will recognise when they have succeeded; and
why they should learn it in the first place.
In closing, here are a few key points to remember about Learning Intentions and Success Criteria.

35. Summary cont. Using Learning Intentions and Success Criteria:
creates more self-motivated pupils;
empowers pupils to become independent learners;
improves understanding; and
can help focus feedback.
This isn’t all new but we need to be more systematic about using these approaches in our classrooms.

36. Feedback and Marking

37. AIMS OF SESSION: Review what we mean by ‘providing effective feedback’
To look at some suggestions for responding to children’s work.
To consider how pupils can participate in the marking process.
Evaluate the feedback that is being currently provided to children.

38. “To be effective, feedback should cause thinking to take place.”
Marking/Feedback
Links to the objective/success criteria.
Is specific.
A balance of oral and written.
Each pupil receives focused feedback on a regular basis.
Involves the pupils.
Follows the schools marking policy.
“To be effective, feedback should cause thinking to take place.”
Shirley Clarke
The teacher finds 2/3 effective aspects linked to the success criteria.
These may be:
highlighted
circled
underlined etc
A symbol e.g. an arrow, highlighting in a different colour, underlining
indicates where the improvement could be made LINKED TO THE SUCCESS
CRITERIA.
It is important to agree on the marking policy so it is consistent throughout
the school. Could be oral or written depending upon age of child.

39. Types of marking Oral feedback Distance marking
Acknowledgement marking
Closed exercise marking
Paired response
Quality marking
Self and paired marking

40. Successful oral feedback . . . Foundation Stage/Year 1
focuses on two or three places where the child’s work meets the learning intention;
indicates where an improvement could be made;
is followed by time to complete the improvement.
This slide demonstrates that the same process can be carried out orally
with Reception and Year 1 children.
For example, if your success criteria was to use CVC words in
independent writing, you would point out where the child had spelt them
correctly. You may also ask the child to read out a sentence where the
word has been mis-spelt and ask them to correct it orally.
Further examples provided in Shirley Clarke ‘Enriching Feedback in the
primary classroom’.

41. Distance Marking
Distance marking may be quality marking or a comment that takes the child’s learning forward.
Acknowledgement Marking
This is a courtesy look at the work, and may include a tick or an initial. It implies that some dialogue took place during the lesson, which will have had impact on the child’s learning. The acknowledgement simply informs others that the work has been dealt with orally, in a group or whole-class setting.
G for guided group work V for verbal feedback
Closed Exercise Marking
This is where the work is marked together, and therefore fewer examples of the work have been given and normally requires a tick or cross. Wherever possible work will be marked as a class or in groups. Children may use a coloured pencil crayon to self-mark.

42. Self and paired marking
Quality self-marking is very powerful, and the first stage of moving power from teacher to child is to get the children to mark their own work. This will lead on to response partner work. .Ground rules need to be put into place when paired marking occurs. These could include:
The pupil needs time to reflect on, and check his or her writing before a response partner sees it.
The response partner should begin with a positive comment about the work
The response partner should ask for clarification rather than jump to conclusions.
Paired marking should not be introduced until KS2, unless teachers feel that younger children are ready. Children need to be trained to do this, through modelling with the whole class and watching the paired marking in action. It is also important to establish ground rules (e.g. listening, interruptions, confidentiality, etc.) and display these in class.
Paired Response
A response partner helps you with your work, tells you the truth about your work, and helps you to make your work better.

43. Successful written feedback
‘Success and Improvement’ Marking
(Quality marking)
Highlights success and improvement
Asks for a small improvement
Quality marking within a unit
Moves towards shared marking
teacher and child
child and partner: paired marking
child marks own work

44. The marking process
Highlight 2 or 3 aspects of the writing which meet the success criteria
Identify a difference between the success criteria and the child’s work
What needs to happen to ‘close this gap’?
Ask for a small improvement - oral or written
Allow time for children to respond
The teacher finds 2/3 effective aspects linked to the success criteria.
These may be:
highlighted
circled
underlined etc
A symbol e.g. an arrow, highlighting in a different colour, underlining
indicates where the improvement could be made LINKED TO THE SUCCESS
CRITERIA.
It is important to agree on the marking policy so it is consistent throughout
the school. Could be oral or written depending upon age of child.

45. Key Elements Learning Objectives: “What are we going to learn?”
Activities:
“How are we going to learn?”
Success Criteria:
“How do we know if we have succeeded?”
This slide illustrates further the sequence previously outlined.
Shirley Clarke calls objectives ‘Learning Intentions’.

46. Sequence – marking writing.
Share the learning objectives and the success criteria with the children
Ensure feedback gives support, motivates and enables improvement.
Encourage children to assess their own work.
Provide time for improvements to be made
Explain to participants the key elements.
This is a sequence which teachers can use when they are assessing children’s
writing.
Sequence
Share objective and success criteria with the children.
(We will outline success criteria in further detail later).
Children produce writing.
Teacher marks/responds precisely, in order to praise the writing and to help
the children to improve.
We are also going to examine how children can be encouraged to assess their
own work.

47. Ways to respond - ‘Closing the gap’
Reminder prompts
Scaffolded prompts
Example prompts
Quality marking
not expected on a daily basis!
~ within the unit of work
~ at the end of a unit of work
Talk through handout about the 3 types of prompts.
Handout in participants’ pack - Differentiated ‘closing the gap’ prompts
Make the point again that children need time to respond to these prompts.
Discuss how this could be built in.
This kind of marking is not expected to be carried out on a daily basis.
It could be linked to a short task within a unit of work, or the final
written outcome.

48. Use effective adjectives in a description
‘He was a bad monster’
Reminder prompt:
Can you think of a better adjective than ‘bad’?
Scaffolded prompt:
What kind of a monster was he? Change ‘bad’ for a word that will make him more scary.
Example prompt:
Try one of these words, or think of one of your own – ferocious, terrifying, evil
Reminder prompt
This simply reminds the children of what needs to be improved, e.g. Say more about how you feel about the person. This is most suitable for more able children.
Scaffolded prompt
This is suitable for those children who need more support than a simple reminder, this prompt provides some support, e.g. Can you describe how this person is a good friend? or Describe something which happened to show they were a good friend, or He showed me he was a good friend when… (finish the sentence)
Example prompt
Extremely successful with all children but especially with the less able children. This prompt gives the child the actual choice of words or phrases,e.g. Choose one of these or your own: He is a good friend because he never says unkind things about me. My friend is a friend because he is always nice to me.

49. Activity Read the example of Jason and the Golden Fleece
Using the success criteria, highlight 2 examples of effective adjectives or adverbs
Provide a reminder, scaffolded and example prompt in response to the child’s writing
Feedback
Explain activity.
Encourage participants to complete in pairs or small groups.
Remind them to refer to Differentiated ‘closing the gap’ prompts.
Provide highlighter pens/felt tips if possible or use differing symbols.
Take feedback.
Refer to A3 handout ‘Improvement Prompts’ to help with the activity.
Answers
Adjectives - enormous, jagged, fierce, scaly etc.
A reminder prompt - Use an adverb
A scaffolded prompt - Let’s use an adverb to describe how the dragon
blew the water.
The dragon blew icy water ____ly.
An example prompt - The dragon blew icy water ferociously.
Fiercely the dragon blew icy water.

50. Highlighted good examples against the L.O.
Closing the gap tasks
Highlighted good examples against the L.O.

51. PUPIL SELF EVALUATION

52. Pupil self-evaluation
“Learners must ultimately be responsible for their learning since no one else can do it for them.”
“Self-evaluation is part of learning – it’s part of the lesson, not an extra thing.”
Shirley Clarke

53. Strategies to support pupils’ self-assessment
Literacy Ladders
Genre Checklists
Response partners
Tell participants that children can be taught to assess
their own learning and some strategies are shown here.
Literacy Ladders
Available on website
Hold up Poster
Flier - Classworks for Literacy
Genre Checklist
See next slide and poster
Briefly explain how these are used within a unit of work/teaching sequence
Response Partners
Refer to handout for 2 different response partner agreements and writing
frame which could be used by children.

54. Response partners can:
Discuss the learning objective
Work together - reminding each other of the learning intention
Comment to each other as they work
Mark each others’ work
Encourage self-evaluation

55. Marking Partnerships Our agreement on marking partnerships –
We decided that there were some rules we all needed to keep.
When we become marking partners we all agree to:
Respect our partner’s work because they have done their best and so their work should be valued
Try to see how they have tackled the learning objective and only try to improve things that are to do with the learning objective
Tell our partner the good things we see in their work.
Listen to our partner’s advice because we are trying to help each other do better in our work
Look for a way to help our partner achieve the learning objective better by giving them an improvement suggestion
Try to make our suggestions positive and as clear as possible.
Get our partner to talk about what they tried to achieve in their work.
Be fair to our partner. We will not talk about their work behind their backs because we wouldn’t like them to do it to us and it wouldn’t be fair.
(Excellence and Enjoyment: Learning and teaching in the primary years. Planning and Assessment for learning p64)

56. The last word … ‘It makes you feel like you’ve done it well’
Year 3 – average ability
‘I feel cheerful that I did something good, before I was always told to check my spellings….I’m a better writer now’
Year 6 – SEN
‘It makes me want to write more cos I know how to make my writing better’
Year 2- below average ability

57. Key Messages
Give feedback against the focused learning objectives of the task
Mark spelling, aspects of presentation etc only when this is the learning intention
Avoid writing large pieces of prose at the end of the piece of work (which might not be understood)
Highlight where success has occurred against those objectives.
When marking for improvement, give appropriate prompts or strategies to enable pupils make those improvements (reminder, scaffold and example prompts). The aim is to enable the pupil to look for their own highlights and arrows after time – this is what self-assessment is really about
Paired marking with this strategy is very constructive. (response partners)
Wherever possible pupils should be encouraged to self-mark.
Distance marking should be accessible to pupils but manageable for teachers. Use codes against the learning objectives whenever possible. (Follow the school’s marking policy.)
Build in reading/’making improvements’ time- what do I need to do to improve this piece of work?
If it is a closed task (right or wrong answers) then ticks and crosses will work, but one can still use the arrow and the prompt.
We are learning to…
We are learning to… Wilf what I an looking for

58. AFL SELF EVALUATION
Using the Afl self review grid conduct a review of your own performance.

59. Questions and Close