Assessment for Learning
Maths
1
Assessment for Learning
I taught my dog
to whistle
I said that I’d
taught him – I
didn’t say that
he’d learned
how to
I can’t hear him
whistle
2
Assessment for Learning
Estyn Inspection Comments
All work is regularly marked.
Positive comments are added
on occasions. Few
suggestions, however, are
made to show pupils how to
improve their work & to raise
their own standard of
achievement..
Although teachers assess
pupils’ standards, such
assessments are not used
effectively to set targets for
individuals and groups; they
do not help pupils to achieve
higher standards..
… assessment is used
consistently … However, not
all assessments are rigorously
evaluated, monitored or used
to direct pupils’ work.
… the quality of feedback is
unsatisfactory. Much of the
feedback focuses on
curriculum coverage, rather
than what pupils achieve.
3
Assessment for Learning
Inspection findings

“Maths teachers are not always using effective
strategies to ensure that assessment improves the
quality of learning. Much assessment is summative in
nature.”

“Many maths departments have developed good test
materials that are focused,accurately marked and
levelled,and used to record progress over the key
stage.”

“Some maths departments have developed strategies
that extend the use of assessment. These approaches
to assessment have been identified as a key factor in
raising standards of teaching and learning (and
attainment) in these schools.”
4
Assessment for Learning
“ Overall
the purpose of
assessment is to improve
standards, not merely measure
them”
Ofsted “Good assessment in secondary schools” March 2003
5
Assessment for Learning
Moving On …
Aiming for pupils to …
 explore number;
 calculate accurately and efficiently, selecting
mental strategies where appropriate;
 deal with measurement accurately;
 handle and interpret data;
 reason mathematically, making predictions and
asking questions;
 adopt a range of strategies for solving problems;
 communicate mathematically and present their
work for different audiences and purposes.
6
Assessment for Learning
How is assessment used ?
Assessment
of learning (summative assessment)
e.g. teachers use evidence collected from an end-of-unit
test to make a judgement about pupils’ performance
against national standards.
Assessment
for learning (formative assessment)
e.g. teachers use evidence from testing to decide what
pupils achieved against their targets and plan for the
next step.
7
Assessment for Learning
Assessment issues in schools
Although many teachers mark pupils’ work regularly
and record these marks, this information is not
used to influence teaching and learning.
Pupils often do not understand the
meaning of marks or grades.
In these circumstances marking can actually be demotivating.
8
Assessment for Learning
Assessment for Learning
Involves:
 Gathering and interpreting evidence about
pupils’ learning
Pupils & their teachers using that evidence to
decide where pupils are, where they are going
and how to take the next steps

9
Assessment for Learning
1998 : Inside the Black Box
Evidence suggested:

Improving formative assessment raised
standards, particularly among low attainers

Existing assessment methods were not effective
in promoting good learning
10
Assessment for Learning
Assessment was effective when:

It was embedded in the planning

Teachers used a range of assessment techniques

Teachers made use of manageable systems for
recording pupil progress
11
Assessment for Learning
1999 : Beyond the Black Box
Improving learning depended on:

The provision of effective feedback

Pupils actively involved in learning

Adjusting teaching according to assessment

results
A recognition of the profound influence of
assessment on motivation and self esteem

The need for pupils to assess themselves and
understand how to improve
12
Assessment for Learning
Inhibiting factors

A tendency to assess quantity &
presentation rather than quality of
learning

Attention to marks & grades

Comparing pupils with each other
Feedback which is often social/managerial
Teachers not knowing their pupils’ needs


13
Assessment for Learning
A for L in practice:

Is an essential part of teaching & learning

Involves sharing learning goals with pupils

Aims to help pupils know what they are
aiming for

Involves pupils in self assessment

Provides feedback

Every pupil can improve
Involves reviewing and reflecting

14
Assessment for Learning
2002 :
Working inside the black box




Questioning
Marking
Self & peer assessment
The formative use of summative tests
15
Assessment for Learning
Strategies
Teachers:




Planned their questions
Allowed an appropriate wait time
Gave feedback intended to cause thinking
Ensured lesson time for self and peer
evaluation
16
Assessment for Learning
Elements of AfL

Formative use of summative assessment

Shared learning objectives and expected
outcomes

Effective questioning

Effective feedback (oral and written)

Self and peer assessment
17
Assessment for Learning
5 Key Principles of Learning
1. Start from where the learner is
2. Students must be active in the
process
3. Students need to talk about their
ideas
4. Students must understand the
learning intention
5. Feedback should tell pupils how to
improve
18
Assessment for Learning
Formative use of
Summative testing
19
Assessment for Learning
Formative use of
summative tests

Having end-of-unit tests analysed by HoD/KS3
Co-ordinator/colleagues to give feedback on any
significant weaknesses in pupils’ response to
questions.

Returning marked end-of-unit tests to pupils,
along with mark schemes, to help them see what
they understand, where they have made errors
and, most importantly, what they need to do
next to improve.
20
Assessment for Learning
Formative use of
summative tests


Using end-of-unit tests earlier in the unit,
perhaps two thirds of the way through, which
allows time for significant weaknesses in
learning to be dealt with.
Use ACCAC’s “Implication for Teaching and
Learning” reports & GCSE Examiners’ Reports
to identify national strengths and weaknesses
shown by the tests at the end of KS3 and 4
21
Assessment for Learning
Sharing Objectives
and Success Criteria
22
Assessment for Learning
Draw a house
23
Assessment for Learning
“If you don’t know
where you are
going” said Alice
“then how will you
know when you get
there”
24
Assessment for Learning
“How will pupils
know what a ‘good’
piece of work looks
like?”
25
Assessment for Learning
“Learning Objective” …
The LEARNING OBJECTIVE
(or ‘intention’) is what
teachers hope children will
know, understand, or be able to
do by the end of the lesson or
set of lessons.
26
Assessment for Learning
Two groups of ‘objectives’

those objectives which focus on what pupils
will learn.
e.g. “we will learn how to calculate a side of a rightangled triangle, given the lengths of the other two
sides.”

those objectives which focus on how the
learning will take place.
e.g. “we will use a spreadsheet to investigate the
purchases required for maximum profit.”
27
Assessment for Learning
… these are most effective if
they are in “pupil speak”
28
Assessment for Learning
Objectives are statements
of what pupils are to learn
rather than what activities
they will do.
29
Assessment for Learning
Pupils’ Confusion with Objectives


Pupils may not know what is meant by the
language in which they are written
e.g. to understand quadratic factorisation
e.g. to understand units
Objectives or titles written on the board may
‘give the game away’

e.g. Today we are going to find out….
e.g. We are going to do an investigation to ….
Pupils may forget the objectives during the
course of the lesson
30
Assessment for Learning
Success Criteria
Success criteria for pupils should make clear :

What pupils need to say, do or produce to
demonstrate achievement of lesson objectives

What evidence the teacher is looking for when
assessing a pupils’ progress during the lesson and
when marking work

What is expected of them so that they can assess
their own and each other’s progress (self and peer
assessment)
31
Assessment for Learning
Another way of thinking …
‘How will I know that you
have learnt how to ………….…………………
(refer to learning intention)
…
What will I see ?’
32
Assessment for Learning
Strategies for writing objectives
and sharing success criteria
WALT
WILF
33
and
TIBS
Assessment for Learning
Strategies for Sharing Objectives
WALT
“We Are Learning To …”
Shirley Clarke 2001
‘ Unlocking Formative
Assessment’
34
Assessment for Learning
Strategies for Sharing Objectives
WALT
“We Are Learning To …”
WILF
“What I’m Looking For …”
Shirley Clarke 2001
‘ Unlocking Formative
Assessment’
35
Assessment for Learning
Strategies for Sharing Objectives
WALT
“We Are Learning To …”
WILF
“What I’m Looking For …”
TIBS
“This Is Because …”or ‘ASIDE’
(helps pupils understand the purpose of the activity, and put
the learning into context)
Shirley Clarke 2001
‘ Unlocking Formative
Assessment’
36
Assessment for Learning
WILF
Teaching objectives are
from the NC Programmes
of Study
Success criteria help
both teachers and
pupils be clear about
what would need to be
demonstrated in order
to achieve the learning
objective.
WALT
Learning objectives are
what you intend the pupils
to achieve in lessons. They
are best written and
explained in pupil friendly
language.
TIBS / ASIDE
The big picture helps
pupils identify the
purpose behind their
learning and to generalise
and develop transferable
skills
37
Assessment for Learning
Alternative forms
“We are learning how to …”
 “We’ll know we’ve achieved this
because …” OR “Remember to …”

… instead of WALT & WILF
38
Assessment for Learning
Examples




“We are learning HOW to measure accurately to
the nearest cm, & record our answers”
“Remember to :
Start from zero
Use the rounding rules
Record the unit of measurement”
Context : Measuring classroom objects
Jigsaw piece : Comparing lengths of objects
 Drawing lines accurately
39
Assessment for Learning
Alternative form




Learning intention :
“To be able to make predictions & use a spreadsheet to
check them”
Success criteria :
“That you make a prediction, use a spreadsheet, using
formulae to calculate totals in cells, and use the graphs
tool to create a graph to help you answer the problem”
Context :
“Finding a maximum area of a rectangle, given its
perimeter.”
Aside :
GCSE Coursework will require you to test a hypothesis
40
Assessment for Learning
Sharing Assessment Criteria
e.g. GCSE coursework criteria

criteria need to be simplified into ‘pupilspeak’
pupils need to see good practice by
being given examples of high quality
work by other pupils

pupils need to see the criteria applied to

exemplar coursework
41
Assessment for Learning
42
Assessment for Learning
Assessing Objectives
& Success Criteria
Will pupils
understand what
they are expected
to write, talk
about or
demonstrate to
achieve the
objective?
Will pupils
understand the
language in which
the
objective is
written ?
43
Assessment for Learning
Class Concept Web
44
Assessment for Learning
During the week/unit
45
Assessment for Learning
During the week/unit
46
Assessment for Learning
During the week/unit
47
Assessment for Learning
During the week/unit
48
Assessment for Learning
During the week/unit
49
Assessment for Learning
During the week/unit
abc
abc
50
Assessment for Learning
51
Assessment for Learning
Ideas

keep to one or two objectives in any one lesson

record objectives where pupils can easily see them

objectives include what is going to be taught

and/or how it will be taught to aid learning
at the end of the lesson ask ‘What have you
learned today?’ and other questions which refer
pupils back to the objectives & success criteria.
52
Assessment for Learning
Questioning
53
Assessment for Learning
Recalling facts
 What is 3 add 7?
 How many days are there in a week?
 How many centimetres are there in a metre?
 Is 31 a prime number?
54
Assessment for Learning
Applying facts
 Tell me two numbers that have a
difference of 12.
 What unit would you choose to measure
the width of the table?
 What are the factors of 42?
 8 x 6 = 48, so what is 8 x 60? … 16 x 6?
55
Assessment for Learning
Hypothesising or predicting
 Estimate the number of words on this page.
 If we did our survey again on Friday, how
likely is it that our graph would be the
same?
 Roughly, what is 51 times 38?
 How many crosses in the next diagram?
+
++
+++
and the next? … in the tenth? …
hundredth?
…
56
Assessment for Learning
Designing and comparing
procedures
 How might we count this pile of sticks?
 How could you subtract 37 from 82?
 How could we test a number to see if it is
divisible by 6?
 How could we find the 20th triangular
number? Are there other ways of doing it?
57
Assessment for Learning
Interpreting results
 So what does that tell us about numbers
that end in 5 or 0?
 What does the graph tell us about the
most common shoe size?
 So what can we say about the sum of the
angles in a triangle?
58
Assessment for Learning
Applying reasoning
 The seven coins in my purse total 23p.
What could they be?
 In how many different ways can four
children sit at a round table?
 Why is the sum of two odd numbers
always even?
59
Assessment for Learning
Odd One Out
60
Assessment for Learning
Sometimes, always, never?
61
Assessment for Learning
Questions to ponder
62
Assessment for Learning
Sum and Product
63
Assessment for Learning
Questioning should …

not just supply knowledge

provide a model of an experienced thinker

set up the thinking agenda by asking
open questions that demand children to
think
get progressively more thoughtful and
probing


encourage pupils to make connections and
distinctions
64
Assessment for Learning
Thinking about Questions
It is important to consider before a lesson:
what questions will be asked
 when questions will be asked
 how the questions will be asked

65
Assessment for Learning
Thinking about Questions
1.
Are you clear about the purpose of asking the
questions ?
2.
Do you limit how long you spend asking
questions at the start of the lesson ?
3.
What strategies do you use to ensure that
everybody is engaged during the questionand-answer time ?
When summarising what has been learned
have you involved some pupils to provide
feedback to the class?
4.
66
Assessment for Learning
Thinking about Questions
5.
Have you considered how you ask the question?
Is your body language, including hand gestures,
supportive and encouraging?
6.
Do you provide time for pupils to think?
7.
During practical/group work, do you use questions
to challenge pupils at a different level of
understanding ?
8.
Do you use questions to check pupils’
understanding and use the information to adjust
your planning for the next lesson ?
67
Assessment for Learning
Bloom’s Taxonomy of
Questioning
Higher Order
SYNTHESIS
ANALYSIS
EVALUATION
Middle Order
APPLICATION
KNOWLEDGE
COMPREHENSION
Lower Order
68
Assessment for Learning
Useful words to use for “deepening the curriculum” :
Draw
State
Record
Recognise
Identify
Sort
Describe
Select
Present
Locate
information
from text
Decide
Discuss
Define
Classify
Explain how
Devise
Calculate
Interpret
Construct
Clarify
Solve
Determine
the key points
from ….
Plan
Predict
Conclude
Formulate
Explain
why
Use the
pattern to
….
Recognise
Explain the
difference
between …
Link/make
connections
with
Use the
idea of ….
to ….
Use the
model of …
to ….
Provide
evidence
for ….
Evaluate for
evidence of
….
69
Assessment for Learning
Quality Questions
Quality questioning often includes the following
characteristics:

it probes more deeply into pupils’ understanding,
using a follow-up question with the same pupil

it requires pupils to think before answering
it is frequently more open in nature, permitting a
range of correct responses
it uses questions beginning with stems such as….
Why….?
How come…….?
How do ……….? What would happen if ………?


70
Assessment for Learning
Effective questions










Why is … an example of …?
How can we be sure that …?
What is the same & what is different about …?
Is it ever/always true/false that …?
Why do …, …, … all give the same answer?
How do you …?
How would you explain …?
What does that tell us about …?
What is wrong with …?
Why is … true?
71
Assessment for Learning
The Effect of Changing a Question
Instead of asking :
“Is 7 a prime number?”
what would be the effect of asking:
“Why is 7 an example of a prime
number?”
72
Assessment for Learning
Choosing questions &
analysing responses
Which fraction is the smallest?
1
2
1
1
a) , b) , c) , d) .
6
3
3
2
Success rate 88%
Which fraction is the largest?
4
3
5
7
a) , b) , c) , d) .
5
4
8
10
Success rate 46%; 39% chose (b)
How do we decide which fraction is the smallest?
73
Assessment for Learning
Less effective questions










What is 127 + 99, 25 + 201 and 198 + 28?
Where are the lines of symmetry on this shape?
What do the angles of a triangle add up to?
Sort these shapes into two groups
Are these triangles congruent?
What is 2/3 of 24?
What is 17 x 0.3?
Is 46 a multiple of 3?
What is the probability of drawing a red card from a
pack?
What is an odd number plus an odd number?
74
Assessment for Learning
More effective questions







How do we know that 127 + 99, 25 + 201 and 198 + 28
will all give the same answer?
Why is this picture an example of a shape that has
symmetry?
Explain the way you have sorted these shapes.
How do we know these triangles are congruent?
How do you find 2/3 of a number?
Is it always true that multiplying makes numbers
bigger?
Why is selecting a red card from a normal pack an
example of an event that has an even chance?
75
Assessment for Learning
Question starters …
 What maths do you think you’ll use to solve this
problem?
 What is similar … ?
 What is different … ?
 Which of these questions do you think will be
easy? … hard?
 What makes those questions hard?
 What advise would you give to someone … ?
76
Assessment for Learning
Strategies to support better thinking
and improved responses by pupils:

Use responses as a focus for teaching

Use questions to identify and tackle
misconceptions

Extend thinking time after you have asked a
question

Adopt a rule ‘no hands up’

Avoid the temptation to prompt, provide the
answer or move on to someone else

Ask pupils to work in pairs on questions.
77
Assessment for Learning
78
Assessment for Learning
Effects of increased
‘wait time’





Longer answers
Decreased failure of response
Increased confidence when responding
Pupils challenged or improved other pupils’
answers
More alternative responses were offered
79
Assessment for Learning
Analysing your
questioning

Use a tape or video recorder to record a whole-class
question-and-answer session. Replay the tape to
help you to evaluate the different aspects of your
own questioning.
You may find it useful to focus upon whether:
 you asked too many questions
 you had a balance of open and closed, high- and
low-order questions
 you encouraged opinion, informed speculation
and tentative answers
 you handled incorrect answers effectively
 you provided thinking time
80
Assessment for Learning
Effective Feedback &
Marking
81
Assessment for Learning
“ ‘not very good work’ doesn’t help
me to know how to do it better”
University of Bristol School of Education - learn project
82
Assessment for Learning
“where anyone is trying to learn, feedback about
their efforts has three elements – the desired goal,
the evidence about their present position and some
understanding of a way to close the gap between
the two.”
[Sadler,1989]
83
Assessment for Learning
Characteristics of Positive Feedback

Feedback does not always have to be made
through marking books

Feedback is more effective if it focuses on the
lesson objectives & success criteria and is given
regularly while still relevant

Feedback is most effective when it confirms
that pupils are on the right track and when it
stimulates correction of errors or improvement
of a piece of work
84
Assessment for Learning
“Feedback to any pupil should be about the
particular qualities of his or her work, with
advice on what she or he can do to improve,
and should avoid comparisons with other
pupils.”
Black,P (1998)
85
Assessment for Learning
Comments v. Marks

Research on marking indicates that pupils’
learning can be enhanced by quality written
feedback but that giving marks or grades acts as a
disincentive

Pupils’ perceptions of what marks or grades mean
are often different from what the teacher intended

A numerical grade or mark does not tell you how
to improve
86
Assessment for Learning
Effect of Marking on
Motivation
Feedback Progress Top
Bottom
Marks
none
+ve
-ve
Comments 30%
+ve
+ve
Marks and none
Comments
+ve
-ve
87
Assessment for Learning
Effective marking
• Focus attention on those skills which coincide
with the meaning & purpose of the work
• Early intervention
• Give specific prompts which explain exactly
what pupils are doing well & where and what
pupils need to improve
• Clear & manageable targets
• Expect pupils to respond to the prompts
88
Assessment for Learning
FEEDBACK THROUGH MARKING
Reference “Unlocking Formative assessment” Shirley Clarke
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
___________________________ *
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
______________
Closing the gap comments
Students responses
• Mark to learning objective
• Highlight (Green) places where
success has been achieved against
those learning objectives
•* (Red) one place where
improvement can be made. Take
an arrow to the next white space
and write a closing the gap
statement.
• Allow time during the next
lesson for students to respond to
this comment.
89
Assessment for Learning
FEEDBACK THROUGH MARKING
Reference “Unlocking Formative assessment” Shirley Clarke
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
___________________________ *
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
______________
Closing the gap comments
Students responses
• Mark to learning objective
• Highlight (Green) places where
success has been achieved against
those learning objectives
•* (Red) one place where
improvement can be made. Take
an arrow to the next white space
and write a closing the gap
statement.
• Allow time during the next
lesson for students to respond to
this comment.
90
Assessment for Learning
FEEDBACK THROUGH MARKING
Reference “Unlocking Formative assessment” Shirley Clarke
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
___________________________ *
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
______________
Closing the gap comments
Students responses
• Mark to learning objective
• Highlight (Green) places where
success has been achieved against
those learning objectives
•* (Red) one place where
improvement can be made. Take
an arrow to the next white space
and write a closing the gap
statement.
• Allow time during the next
lesson for students to respond to
this comment.
91
Assessment for Learning
FEEDBACK THROUGH MARKING
Reference “Unlocking Formative assessment” Shirley Clarke
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
___________________________ *
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
______________
Closing the gap comments
Students responses
• Mark to learning objective
• Highlight (Green) places where
success has been achieved against
those learning objectives
•* (Red) one place where
improvement can be made. Take
an arrow to the next white space
and write a closing the gap
statement.
• Allow time during the next
lesson for students to respond to
this comment.
92
Assessment for Learning
FEEDBACK THROUGH MARKING
Reference “Unlocking Formative assessment” Shirley Clarke
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
___________________________ *
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
______________
Closing the gap comments
Students responses
Closing the gap comments:
 A reminder prompt. Most
suitable for more able students. It
simply reminds students of what
could be improved.
 A Scaffolded prompt. Suitable for
students who need more structure
than a simple reminder, this
prompt provides some support.
 An example prompt. This can be
appropriate in all cases but is of
particular value when supporting
less able students.
93
Assessment for Learning
Peer and Self
Assessment
94
Assessment for Learning
Pupil Involvement in
Self Assessment

Give pupils opportunities to talk about what they
have learned and what they have found difficult,
using the objectives as a focus

Encourage pupils to work and discuss together,
focusing on how to improve

Ask pupils to explain the steps in their thinking

Give time for pupils to reflect upon their learning

Identify with pupils the next step in their learning
that will enable them to meet their target(s)
95
Assessment for Learning
Theory into Practice:
Supporting Self Assessment
To support self assessment, teachers need to:

explain systematically the objectives for the
lesson

explain to pupils what is expected of them

frequently encourage pupils to talk about
improving the quality of their work

frequently and consistently encourage pupils to
reflect on their learning through planned
strategies
96
Assessment for Learning
97
Assessment for Learning
Theory into Practice:
Supporting Self Assessment
To support self assessment, teachers need to:

give time for self assessment

give time for pupils to reflect on how they
thought through a problem and how they might
do it differently – and advise other pupils how to
approach it
98
Assessment for Learning
Pupil Log
“I can explain what an equation is”
 

“I can draw a straight line graph
from a given equation”
  

etc.
99
Assessment for Learning
Pupil Log
AT2 Number
Start of module
End of module
“… explain what an
equation is”


“… draw a straight line
graph from a given
equation”


I can :
100
Assessment for Learning
Self-Assessment &
Target setting
Date
Topic
Pre-
Post-
Comment
Target?
 
101
Assessment for Learning
Concept Web
abc
abc
102
Assessment for Learning
At the end of the week

Pupils summarise what they have learnt / what
skills they now have / key points

Pupils recall the week’s ‘tripwires’

Pupils recall as many of the week’s keywords as
they can.
abc

Pupils draw their own version of the class
concept web.
103
Assessment for Learning
Self-assessment ‘tools’:
graphic organisers

Traffic lights

Thumbs up / thumbs down

Talk partners

Smiley faces

Ladders

104
Assessment for Learning
Self/Peer Assessment
Techniques
Pupils:
 write a list of key questions and find answers

make up differentiated questions to test each other

produce a written account for an audience
(and make a presentation)
construct a concept web
(pupils may comment on
each other’s web)

105
Assessment for Learning
Plenary reflection
Have you achieved the learning intention of the
lesson?
 What did you find easy?
 What did you find difficult and what helped you
to learn something new?
 What do you need more help with next?
 What are you most pleased with?
 What have you learned that you didn’t already
know?
 How would you change this activity for another
class?

106
Assessment for Learning
Developing Quality in
Self-Evaluation Sessions:

Constantly relate back to the learning objectives

Think about the language used

Keep pupils focused on the objectives and success
criteria by ‘pulling them back’

Give feedback focused on self-evaluation strategies
and strategies used to meet the success criteria

Generally bring in more talk about thinking
processes
Gillingham Partnership Formative Assessment Project 2000 - 2001
107
Assessment for Learning
The 10 Principles of
Assessment for Learning
108
Assessment for Learning
The 10 principles of
assessment for learning

Assessment for learning should:
be part of effective planning of teaching

focus on



and learning
how pupils learn
be recognised as being central to classroom practice
be regarded as a key professional skill for teachers
should be sensitive and constructive because any
assessment has an emotional impact
109
Assessment for Learning
The 10 principles of
assessment for learning



Assessment for learning should:
take account of the importance of
learner motivation
promote commitment to learning goals and a shared
understanding of the criteria by which they are
assessed
provide learners with
constructive guidance about how
to improve


develop the learners’ capacity for self-assessment so
that they can become reflective and self-managing
recognise the full range of achievement of all learners
110
Assessment for Learning
What now?
111
Assessment for Learning
Moving Forward



select one strategy and introduce it with one class
of pupils who you think will respond well.
for a topic you are about to teach, develop a
bank of challenging questions.
for a topic you are about to teach, identify one or
two lessons that would be appropriate to indicate
whether pupils are moving towards a ‘learning
objective’. Mark their work, based on the success
criteria, and identify, where applicable, the next
stage in the pupils’ learning.
Encourage pupils’ to respond to your comment.
112
Assessment for Learning
Moving Forward
Review departmental Schemes of Work to evaluate
whether they support ‘AfL’ strategies in term of:

having appropriate success criteria linked to
objectives

providing opportunities for monitoring progress,
other than through the use of tests
113
Assessment for Learning
Moving Forward
For each strategy your department tries,
reflect on how it :

informs you about what pupils know and
understand

is used by pupils to improve
114
Assessment for Learning