1. The Herts MEd in Teaching and Learning - University of Cambridge ASSESSMENT FOR LEARNING Based on Research and Evidence from the MEd Which assessment strategies have a positive impact upon learning? This research investigates the effects of assessment for learning on motivation and achievement. The strategies focused on include feedback, self-assessment, mentoring and individual target setting Keywords and Phrases Attainment IEP Learning Targets Feedback Meta cognition Target Setting Motivation Mentoring Self-assessment Achievement Management of Change Summary of Findings yTeachers have identified that formative assessment increases motivation and attainment. yMore able students regard formative assessment strategies as powerful and effective. yChildren need to know what the learning objectives are and why they are important. yFeedback given by the teacher should be related to the learning objective and suggest ways forward in learning. yIn order to make progress children need to become skilled in the techniques of self-assessment. ySelf assessment has a range of positive benefits for teachers and pupils, including improved classroom behaviour.  To be effective formative assessment needs to be introduced across the school.

2. The Herts MEd in Teaching and Learning - University of Cambridge Implications for practice yTo be fully effective formative assessment practices need to be implemented across all departments with regular monitoring and evaluation for effectiveness. ySchools need to work to ensure that pupils understand and benefit from feedback as a two way process rather than something received or handed to them. yLower and higher ability pupils benefit from formative assessment in different ways. yAssessment practices need to be planned into schemes of work. yTeacher development programmes on assessment need to be geared to the needs of individual departments.  The Assessment Policy needs to be understood and implemented by all. Pertinent questions yIn what way does formative assessment feature specifically in the school’s assessment policy? yIs formative assessment understood across the school? yIf departments are at different stages in formative assessment strategies, what is being done to ensure whole school and differentiated departmental progress? yTo what extent have developments in formative assessment been transferred to developments in pupil motivation, thinking skills and learning how to learn work? yWhen was the most recent audit of the variety and frequency of ways in which pupils assessed their own work? yIn what ways does formative assessment influence the writing and implementation of IEPs?

3. The Herts MEd in Teaching and Learning - University of Cambridge Quotations yNew understanding cannot be forced in. It has to be incorporated by thoughtful actions taken by the learner. (Black and William, 1998a:10) ySome believe that assessment is only truly formative if it involves the pupil, others that it can be a process which involves only the teacher who feeds back into curriculum planning. (Gipps, 1994) yIn the age of uncertainty it is necessary to help students develop and practise a whole range of different ways of knowing and learning….genuine confusion and uncertainty are part of learning, and if students are to become good learners they have to get used to operating in such conditions and learn ‘what to do when you don’t know what to do.’ (Claxton) Suggested reading yBlack, P. and William, D. (1998a) Assessment and Classroom Learning, Assessment in Education, 5 (1) pp. 7-74. yBlack, P. and William, D. (1998b) Inside the Black Box: raising standards through classroom assessment, London: King’s College, School of Education. yBlumenfield, P. C. (1992) Classroom learning and motivation: clarifying and expanding goal theory, Journal of Educational Psychology, 84, pp. 272-281. yClaxton, (1999), Wise up: the challenge of lifelong learning, London: Bloomsbury yGipps, C. (1994) Beyond testing: towards a theory of educational assessment, London: Falmer Press. yJames, M. (1998) Using Assessment for School Improvement, Oxford: Heinemann. yStiggins, R. J. et al (1989) Measuring thinking skills through classroom assessment, yJournal of Educational Measurement, 26, pp. 233-246.

4. The Herts MEd in Teaching and Learning - University of Cambridge Researchers Contact group convenor, Jackie Easter for further information Attached LEA Adviser, Diane Croston HOW PUPILS LEARN