1. What is assessment for learning?

2. Definition Assessment for learning has been defined as:
‘The process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in relation to their learning, where they need to go and how they are going to get there’
( Assessment Reform group 2002)

3. The 10 Principles Assessment for learning:
Is part of effective planning of teaching & learning
Focuses on how learners learn
Is central to classroom practice
Is a key professional skill for practitioners
Is sensitive and constructive
Fosters learner motivation

4. 10 Principles cont……
Promotes understanding of learning goals and the criteria by which they are assessed
Helps learners know how to improve
Develops learners’ capacity for self assessment (and peer assessment)
Recognises all educational achievement

5. Key characteristics Embedded as an essential view of T&L
Involves sharing learning goals with pupils
Aims to help learners know and recognise the standards they are aiming for
Involves learners in self assessment & peer assessment

6. Key characteristics
Provides feedback which leads to pupils recognising their next steps and how to take them
Underpinned by the confidence every learner can improve
Involves both teacher & learner reviewing & reflecting on assessment data

7. Research
Assessment as part of classroom or work based activities is a fundamental process required to promote learning and ultimately achievement.

8. Research continued
Research has shown that AfL can have a significant effect on learners’ achievement, behaviour, motivation, engagement and their ability to work independently

9. Learners’ need to know and understand the following:
What is the aim of the learning?
Why do they need to learn it?
Where are they in terms of achieving the aim?
How can they achieve the aim?

10. When learners’ know and understand
The quality of learning will improve
They will have ownership of the learning
Sense of shared responsibility between teacher and learner to achieve aims
Improving self esteem and confidence reflects positively in their work and motivation increases

11. To promote effective assessment practitioners need to:
Share the learning objectives with learners’ and check their understanding before progressing
Make learners aware of the standards they are required to achieve and help them to recognise when they have achieved the standard

12. Give effective feedback on assessment decisions so that learners know how to improve
Demonstrate high expectations and promote learners’ confidence that they can improve on their past performance
Provide regular opportunities for themselves and learners to reflect on the last performance and review learners’ progress

13. Develop learners’ peer and self assessment skills so that learners can recognise and reflect on what aspects of their own work need to improve.

14. Petty’s ‘Medal & Mission’ Approach
3 key areas learners need to know for maximum effect
Clear goals – Goals are set, explained and used by the student. The teacher provides: assessment criteria, exemplars, worked solutions etc.
If learners don’t know the goal how are they expected to achieve the goal!
2. A medal – Praise for what they have done well and WHY! Comments related to goals, not marks or grades.
Praise can be for the ‘process’ as well as the ‘product’
3. A Mission – Targets that help close the gap between the student’s performance and goals.

16. Reflection, CPD and Ifl
Reflect on this session and think how many tools and techniques you can take away with you
What knowledge and skills do you now have that you didn’t have before. What impact will this have on your practice?