Assessment for Learning

1. Assessment for Learning An overview

2. Assessment for Learning ……focuses on the gap between where a learner is in their learning, and where they need to be – the desired goal. This can be achieved through processes such as: • sharing criteria with learners • effective questioning • high quality feedback. 

3. Black and William define assessment for learning as: 'all those activities undertaken by teachers and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged'. Inside the Black Box, Kings College London 1998

4. Learners learn best when ... • they understand clearly what they are trying to learn, and what is expected of them • they are given feedback about the quality of their work and what they can do to make it better • they are given advice about how to go about making improvements • they are fully involved in deciding what needs to be done next, and who can give them help if they need it

5. The Ten Principles • QCA have formulated ten principles underpinning Assessment for Learning which reflect the above. • http://www.qca.org.uk/qca_4336.aspx • A key aim of AfL is the development of independent learners who use reflection to manage their own learning.

6. Pre-conditions for Independent Learning • Belief in own learning capability. • Ability to set extended learning targets. • Commitment to the effort involved. • Awareness of different ways of tackling learning tasks. • Access to useful resources and ability to use them effectively. • Ability to learn from ‘failure’.

7. In summary Self- knowledge in relation to learning

8. Competence Development – a ModelCompetence Uncompetence

9. Developing Competence • Devised by Phil Race • http://www.londonmet.ac.uk/deliberations/assessment/keynote.cfm • ‘Uncompetence’ used to mean ‘not yet competent’ in preference to incompetence. • Helping students to gain competence involves helping them to be aware of what is happening as they learn.

10. The Target Box • Being aware of their own competencies should be the desired goal of our students • It breeds confidence and increases motivation to learn. • Teachers therefore need to express intended learning outcomes as clearly as possible so that students know when these have been achieved. • Effective feedback needs to follow.

11. The Transit Box • Conscious incompetence is an important step towards competence. • With knowledge of what they do not know they can set targets towards competence in those areas necessary. • Clearly expressed outcomes and effective feedback are important here.

12. The Danger Box • The greatest threat to achieving competence is not knowing what we do not know. • Teachers need to support students to become aware of what is missing so that they can set targets and plan action to work towards competence. • Effective feedback and good questioning are key here.

13. The Magic Box • Unconscious competencies are those things we are effortlessly ‘good at’. • Reflecting on ‘why’ this is so can help to understand our learning processes and use these effectively to achieve competence in areas needed. • Recognising that we have such competences also helps to build confidence to move forward.