Assessment for Learning

1. Assessment for Learning

2. Objectives • To understand what is meant by assessment for learning • To understand why and how it could benefit us • To understand what it implies for day to day teaching • To develop practical examples and strategies for using assessment for learning in our schemes of work

3. What is Assessment for Learning? (1) It is formative in nature It takes place ALL THE TIME in the classroom Its purpose is to help pupils’ learning It HAS to be used to inform planning

4. What is Assessment for Learning? (2) It is NOT assessment OF learning, which tends to be summative, at the end of a unit of work, and enables the teacher to make JUDGEMENTS about pupils’ performance

5. What is Assessment for Learning? (3) ‘… all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.’ Black, P. and Wiliam, D. (1998)

6. What is Assessment for Learning? (4) ‘Assessment for learning involves: • gathering and interpreting evidence about students’ learning; and • learners and their teachers using that evidence to decide where students are in their learning, where they are going and how to take the next steps.’

7. Assessment for Learning • is embedded in a view of teaching and learning of which it is an essential part; • involves sharing learning goals with pupils; • aims to help pupils to know and recognise the standards they are aiming for; • involves pupils in [peer and] self-assessment; • provides feedback which leads to pupils recognising their next steps and how to take them; • involves both teacher and pupils reviewing and reflecting on assessment data [information]. Assessment for learning: beyond the black box, Assessment Reform Group (1999)

8. Why should we use AFL? Classes using AFL:- • All produce significant / substantial learning gains • The average gain across the classes would equate to a GCSE performance improvement of between 1 and 2 grades • Many show that AFL helps the lower attainers more than the rest and so reduces the spread of attainment whilst raising it overall • This could have a knock-on effect on behaviour and commitment Information from ‘Inside the Black Box’ by Black & Wiliam

9. What does AFL imply for day to day teaching? • Some significant changes in classroom practice – BUT building on what we already do • Students HAVE to be actively involved • Results of a AFL have to be used to adjust teaching • Willingness to forego content to ensure understanding – “…’delivery’ & ‘coverage’ with poor understanding are pointless and even harmful” (B &W)

10. AFL in action Watch the video clip. As you do, fill in your observations on handout 1.1 – third column

11. Factors that contributed to the pupils learning on the video • Communicating the aims of the lesson clearly to pupils • Making assessment criteria clear and accessible to pupils • Longer wait time during questioning • Oral and written feedback • Pupils required to reflect on their learning using assessment criteria • Balance of self-, peer and teacher assessment • Pupils trained in how to behave cooperatively in group work • Feedback giving specific targets for improvement • Different media used to assess pupils so that some can demonstrate their understanding through means other than writing

12. Practical Strategies for AFL1. five key features • Provide EFFECTIVE feedback to pupils • Actively involve pupils in their own learning • Adjust teaching to take account of assessment • Recognise that assessment has a profound influence on motivation & self-esteem – both crucial to learning • Provide ways for pupils to assess themselves and understand how

13. Practical Strategies for AFL2. Five ideas • Look at your existing assessments. Consider how you prepare for them AND feed back after them • Change questioning techniques • Use ‘checklists’ when setting work • Stop marking so much! • Use alternatives to ‘check learning’ – starters, plenaries etc.

14. The way forward? Let’s do a quick audit And then decide on what we should and can do for our department/ area….