What is the meaning of Meaning?What is the meaning of Meaning?

Is this a good question?Is this a good question?

CPD ObjectivesCPD Objectives

• Refresh on / Raise profile of AfL at HayfieldRefresh on / Raise profile of AfL at Hayfield

• Look at 3 practical examples of AfL Look at 3 practical examples of AfL

• Collaborate to produce AfL “Collaborate to produce AfL “AideAide--mémoiremémoire””

Assessment for Learning (AfL)Assessment for Learning (AfL)

• Assessment for learning should be part of effective planning of teaching and learningAssessment for learning should be part of effective planning of teaching and learning• A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals.

It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned.assessing their learning and how they will be helped to make further progress should also be planned.

• Assessment for learning should focus on how students learnAssessment for learning should focus on how students learn• The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is

interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'.interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'.• Assessment for learning should be recognised as central to classroom practiceAssessment for learning should be recognised as central to classroom practice• Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to

demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue and decision making.involve both teachers and learners in reflection, dialogue and decision making.

• Assessment for learning should be regarded as a key professional skill for teachersAssessment for learning should be regarded as a key professional skill for teachers• Teachers require the professional knowledge and skills to: plan for assessment; observe learning; analyse and interpret evidence of Teachers require the professional knowledge and skills to: plan for assessment; observe learning; analyse and interpret evidence of

learning; give feedback to learners and support learners in self-assessment. Teachers should be supported in developing these skills learning; give feedback to learners and support learners in self-assessment. Teachers should be supported in developing these skills through initial and continuing professional development.through initial and continuing professional development.

• Assessment for learning should be sensitive and constructive because any assessment has an emotional impactAssessment for learning should be sensitive and constructive because any assessment has an emotional impact• Teachers should be aware of the impact that comments, marks and grades can have on learners' confidence and enthusiasm and should Teachers should be aware of the impact that comments, marks and grades can have on learners' confidence and enthusiasm and should

be as constructive as possible in the feedback that they give. Comments that focus on the work rather than the person are more be as constructive as possible in the feedback that they give. Comments that focus on the work rather than the person are more constructive for both learning and motivation.constructive for both learning and motivation.

• Assessment for learning should take account of the importance of learner motivationAssessment for learning should take account of the importance of learner motivation• Assessment that encourages learning fosters motivation by emphasising progress and achievement rather than failure. Comparison with Assessment that encourages learning fosters motivation by emphasising progress and achievement rather than failure. Comparison with

others who have been more successful is unlikely to motivate learners. It can also lead to their withdrawing from the learning process in others who have been more successful is unlikely to motivate learners. It can also lead to their withdrawing from the learning process in areas where they have been made to feel they are 'no good'. Motivation can be preserved and enhanced by assessment methods which areas where they have been made to feel they are 'no good'. Motivation can be preserved and enhanced by assessment methods which protect the learner's autonomy, provide some choice and constructive feedback, and create opportunity for self-direction.protect the learner's autonomy, provide some choice and constructive feedback, and create opportunity for self-direction.

• Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessedassessed

• For effective learning to take place learners need to understand what it is they are trying to achieve - and want to achieve it. For effective learning to take place learners need to understand what it is they are trying to achieve - and want to achieve it. Understanding and commitment follows when learners have some part in deciding goals and identifying criteria for assessing progress. Understanding and commitment follows when learners have some part in deciding goals and identifying criteria for assessing progress. Communicating assessment criteria involves discussing them with learners using terms that they can understand, providing examples Communicating assessment criteria involves discussing them with learners using terms that they can understand, providing examples of how the criteria can be met in practice and engaging learners in peer and self-assessment.of how the criteria can be met in practice and engaging learners in peer and self-assessment.

• Learners should receive constructive guidance about how to improveLearners should receive constructive guidance about how to improve• Learners need information and guidance in order to plan the next steps in their learning. Teachers should:Learners need information and guidance in order to plan the next steps in their learning. Teachers should:• pinpoint the learner's strengths and advise on how to develop them pinpoint the learner's strengths and advise on how to develop them • be clear and constructive about any weaknesses and how they might be addressed be clear and constructive about any weaknesses and how they might be addressed • provide opportunities for learners to improve upon their work.provide opportunities for learners to improve upon their work.• Assessment for learning develops learners' capacity for self-assessment so that they can become reflective and self-managingAssessment for learning develops learners' capacity for self-assessment so that they can become reflective and self-managing• Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage

in self-reflection and to identify the next steps in their learning. Teachers should equip learners with the desire and the capacity to take in self-reflection and to identify the next steps in their learning. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-assessment.charge of their learning through developing the skills of self-assessment.

• Assessment for learning should recognise the full range of achievements of all learnersAssessment for learning should recognise the full range of achievements of all learners• Assessment for learning should be used to enhance all learners' opportunities to learn in all areas of educational activity. It should Assessment for learning should be used to enhance all learners' opportunities to learn in all areas of educational activity. It should

enable all learners to achieve their best and to have their efforts recognised.enable all learners to achieve their best and to have their efforts recognised.

AFL helps a learner close the AFL helps a learner close the gap between their present gap between their present understanding and their understanding and their learning goal. learning goal.

Our job is to provide the Our job is to provide the learning goals and encourage learning goals and encourage self-assessment from students self-assessment from students as the main way to close the as the main way to close the gap.gap.

Characteristics of AfLCharacteristics of AfL• sharing learning goals with pupils sharing learning goals with pupils • helping pupils know and recognise the standards to aim for helping pupils know and recognise the standards to aim for • providing feedback that helps pupils to identify how to improve providing feedback that helps pupils to identify how to improve • believing that every pupil can improve in comparison with previous believing that every pupil can improve in comparison with previous

achievements achievements • both the teacher and pupils reviewing and reflecting on pupils' performance both the teacher and pupils reviewing and reflecting on pupils' performance

and progress and progress • pupils learning self-assessment techniques to discover areas they need to pupils learning self-assessment techniques to discover areas they need to

improve improve • recognising that both motivation and self-esteem, crucial for effective recognising that both motivation and self-esteem, crucial for effective

learning and progress, can be increased by effective assessment learning and progress, can be increased by effective assessment techniques.techniques.

It makes your job easier!!!!!!!!!!!!!!!

How does it make your job easier?How does it make your job easier?

• Focuses your mind.Focuses your mind.• Reduces bulk marking.Reduces bulk marking.• Gives you space and time to think in lessons.Gives you space and time to think in lessons.• Increase independence in pupils.Increase independence in pupils.• Improves self-confidence.Improves self-confidence.• Reduces guesswork.Reduces guesswork.

3 practical examples;3 practical examples;

Learning ObjectivesLearning Objectives

• 3 at start of lesson.3 at start of lesson.

• Specific, not genericSpecific, not generic

• DifferentiatedDifferentiated

LevelLevel ObjectiveObjective88 Design……….Design……….77 Evaluate……..Evaluate……..66 Compare.……Compare.……55 Construct…….Construct…….44 Explain.……...Explain.……...33 State…………State…………

Revised taxonomy of the cognitive domainfollowing Anderson and Krathwohl (2001)

Level 6

Level 5

Level 4

Level 3

•“Plane-like”

•Some attempt at symmetry

•At least 3 folds

•Symmetrical

•At least 3 folds

•Recognisable as plane

•Very aerodynamic

•Crisp folds

•Highly symmetrical

•Tailfin present

•Ailerons present

•High degree of precision

““Cheeky 5”Cheeky 5”

1.1. ____________________________________2.2. ____________________________________3.3. ____________________________________4.4. ____________________________________5.5. ____________________________________

Score /5 Score /5

Peer Feedback _____________________________Peer Feedback _____________________________

““Cheeky 5”Cheeky 5”

1.1. ____Ed Balls____________Ed Balls________2.2. ____2nd_______________2nd___________3.3. ____Quantum of Solace____Quantum of Solace4.4. ____£49_______________£49___________5.5. ____DIARRHOEA_______DIARRHOEA___

Score /5 Score /5

Peer Feedback _____________________________Peer Feedback _____________________________

Embedding AfL at HayfieldEmbedding AfL at Hayfield

• Recap on AfLRecap on AfL• Share good practiceShare good practice• INSETINSET• Monitor with QAMonitor with QA

Action rather than words………Action rather than words………

Name (optional)Name (optional) ____________________________Department (optional)Department (optional) ____________________________My AfL idea;My AfL idea;

• sharing learning goals with pupils sharing learning goals with pupils • helping pupils know and recognise the standards to aim for helping pupils know and recognise the standards to aim for • providing feedback that helps pupils to identify how to improve providing feedback that helps pupils to identify how to improve • believing that every pupil can improve in comparison with previous achievements believing that every pupil can improve in comparison with previous achievements • both the teacher and pupils reviewing and reflecting on pupils' performance and progress both the teacher and pupils reviewing and reflecting on pupils' performance and progress • pupils learning self-assessment techniques to discover areas they need to improve pupils learning self-assessment techniques to discover areas they need to improve • recognising that both motivation and self-esteem, crucial for effective learning and progress, can be increased by effective assessment recognising that both motivation and self-esteem, crucial for effective learning and progress, can be increased by effective assessment

techniques.techniques.

Thank youThank you