Assessment For Learning
What is AfL?
‘Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go next, and how best to get them there.’
Assessment for Learning: 10 Principles The Assessment Reform Group, 2002
Assessment for Learning focuses on the learning process and how it can be improved. Based on extensive research by Paul Black and Dylan Wiliam in 1998, they stated that assessment is only formative when 'it is an integral part of the learning and teaching process; and assessment evidence is actually used to: modify teaching to meet the needs of pupils; and improve learning.' (CCEA, Assessment for Learning)
The information provided on this page should be viewed in conjunction with the following resources:
Assessment for Learning - A Practical Guide.pdfAfL Assessment for Learning
A Practical Guide
Assessment for Learning for Key Stage 1 _amp_ 2 (Guidance Booklet).pdfAssessment for Learning for Key Stages 1& 2
Assessment for Learning for Key Stage 3.pdfAssessment for Learning for Key Stage 3
AfL involves the following key actions:
1.Sharing learning intentions;
2. Sharing and negotiating success criteria;
3. Giving feedback to pupils;
4. Effective questioning; and
5. Encouraging pupils to assess and evaluate their own and others’ work.
1. Sharing Learning Intentions
2. Sharing and Negotiating Success Criteria
It is important that pupils understand what they are trying to learn as well as why and what is expected of them. Learning Intentions should focus on generic transferable skills.
On the other hand success criteria are specific to the task and outline to pupils specifically what they need to do to achieve success. They should be discussed and agreed with pupils before the start of the activity and should be used for peer and self-assessment.
The Levels of Progression are set out in a series of 'can do' statements for Communication, Using Mathematics and Using ICT for Levels 1 to 7. They can be used to help with the setting of learning intentions or success criteria as they are a progression framework.
3. Giving Feedback to Pupils
The Education Endowment Foundation reports that feedback should aim to produce improvement in pupils' learning. Studies show that it has a very high impact on learning but it must be done well for this to occur. If not, feedback can have a negative impact so the teacher must be aware of the conditions which are required for it to be effective. Therefore, the nature and quality of feedback is crucial.
Feedback can be given by peers, a process called peer tutoring. This is where learners work in pairs or small groups to take on the role of the teacher and to provide feedback on the learning process. Whilst this form of feedback cannot replace that given by a qualified professional, studies show that it is effective when used to consolidate the teacher's practice.
To find out more about feedback and peer tutoring, see the Education Endowment Foundation's website which outlines the research carried out, its impact, cost effectiveness and security of the evidence.
AfL and Feedback .pptx v3 .pptxAfL and Feedback
This presentation can be used as part of your own professional learning journey or to support staff development within your school.
Objectives:
to outline the key aspects of AfL
to show where feedback fits into the AfL process and the research which supports it
Effective Feedback and Marking
This presentation can be used as part of your own professional learning journey or to support staff development within your school.
Objectives:
to understand the difference between effective feedback and marking
to prompt reflection on your current practice
to consider a range of feedback strategies to improve your current practice
TPL Feedback and Marking .pdfProviding Feedback to Pupils Using Digital Tools
Schools have become more adept at providing feedback to pupils using a range of online tools.
These links below enable your to access a series of Case Studies which exemplify how SeeSaw, Microsoft Teams, Google Classroom and other IT applications can be used to provide pupil feedback.
Using Digital Tools for Feedback
Ballyclare Primary School has an established structure for the use of digital tools for learning and teaching.
The following series of videos demonstrate how digital applications such as Seesaw are used to provide feedback.
Click on the image to access these videos.
Providing Feedback Remotely to Post-Primary Pupils
The teaching staff of Loreto Grammar School, Omagh were first introduced to MS Teams in August 2019. A core ICT group received training from September to November with whole staff engaging in a hands-on training experience in November.
Anne is Head of Geography and was keen to provide the quality written feedback that her exam classes preferred, in an online environment.
Click on the image to access this video.
Assessing Pupil Work
This series of training videos provides you with guidance on how to use digital tools to provide students with feedback including both formative and summative assessments.
Click on the image to access these training videos.
Providing Effective Feedback Remotely
These webinars provides you with more information about using Collaborate to provide pupils with effective feedback.
An additional module explores the aspects of feedback which are proven to be most effective and then illustrates how each aspect can be demonstrated through the use of Microsoft and Google platforms.
Click here or on the image to access the recorded webinars and presentation.
Feedback Videos
Providing Feedback that Moves Learning Forward
Austin's Butterfly: Critique and Feedback
Effective Feedback Animation
4. Effective Questioning
Research carried out by Ted Wragg and Paul Black has identified effective questioning as a key aspect of pupils' learning. However, as much of the teacher's day is spent using managerial, rhetorical or indeed closed questions, it is necessary to reflect on the questions used in the classroom and the impact they have, if any, on the pupils' learning.
The resources below provide you with more information about effective questioning and encourage you to reflect on your own practice.
Effective Questioning version .pptxEffective Questioning
This presentation can be used as part of your own professional learning journey or to support staff development within your school.
Objectives:
how to ask effective questions
to explore the APPLE questioning technique
to examine the range of responses to a question
(Acknowledgement: Jack Linton)
Effective Questioning in Guided Reading (1)(1).pdfEffective Questioning in Guided Reading
This resource can be used as it is or adapted to suit your classroom practice when using questioning during guided reading sessions.
It provides a range of examples of questions which have been framed in the context of Bloom's Taxonomy.
(Acknowledgement: A Glenny, Hardy Memorial Primary School)
Question Formulation Technique
Question Formulation Technique
This presentation can be used as part of your own professional learning journey or to support staff development within your school. It should be used in conjunction with the video below which provides more detail about this technique.
Objective:
to provide an overview of the Question Formulation Technique
Question Formulation Technique in 90 Secs
The Question Formulation Technique (QFT) was developed by the Right Question Institute.
It provides pupils with a framework about how to ask questions.
Using the Question Formulation Technique
This video shows pupils using the Question Formulation Technique with an image as the focus of the activity.
Whilst the context of this lesson is Mathematics, the technique is applicable across the curriculum.
This Teacher Tools webpage contains a wide range of resources on questioning.
Pupil Self and Peer Assessment
In CCEA's AfL A Practical Guide, pupil self and peer assessment is categorised as 'Scaffolding Reflection' and also includes the need for pupils to reflect on how they have learned, self-evaluation. Teachers should, in their teaching, build in time for pupils to recognise what and how they are learning and to make changes as they go along.
Reflection benefits both teachers and pupils in the following ways:
Pupils:
• develop a deeper understanding of what and how they are learning; and
• become more confident in their belief that their learning can be improved.
Teachers:
• gain insights into pupils’ learning; and
• can be more focused in their support since they do not have to give feedback to everyone all of the time. (Source: CCEA AfL A Practical Guide)
Pupils should should self and peer assess against the success criteria which were shared with them by their teacher at the commencement of the lesson.
Self and Peer Assessment
In this video Dylan Wiliam discusses the impact of self and peer assessment on pupils' learning.
After watching this you may wish to think about the following:
your use of self and peer assessment in the classroom
what strategies could you use to improve formative assessment in your classroom ?
Self Assessment
This video:
identifies what self assessment is
explores the evidence that it provides to both pupils and teachers
examines its link with metacognition, persistence and continuous learning, and
provides some examples of strategies to use with pupils
Peer Assessment
This video:
identifies what peer assessment is
examines the benefits of peer assessment
explores how to establish effective and constructive feedback in your classroom
Additional AfL Resources
Planning, Teaching and Assessing Character Studies- Reading Level 2 ibook
To search for this ibook on the Apple ibook Store, please use the tags CCEA, ibook, Character Studies, Reading, Level 2.
This ibook focuses on the planning, teaching and formative assessment of character studies at Level 2 and the use of AfL (Assessment for Learning) strategies to move pupils on in their learning.
Whilst the focus is on Primary Communication, the contents of chapters 5 and 6 are suitable for all teachers and contain videos which show pupils peer assessing.