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| The following table suggests some teaching strategies that will support the development of assessment for learning in your classroom. | | The following table suggests some teaching strategies that will support the development of assessment for learning in your classroom. |
| {| style="border-spacing:0;" | | {{:Assessment for Learning Introduction/Table}} |
| | style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| '''Key characteristics of assessment for learning'''
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| | style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| '''Teaching strategies'''
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| | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Sharing learning objectives with pupils
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| | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"|
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| *share learning objectives at the beginning of the lesson and, where appropriate, during the lesson, in language that pupils can understand
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| *use these objectives as the basis for questioning and feedback during plenaries
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| *evaluate this feedback in relation to achievement of the learning objectives to inform the next stages of planning
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| | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Helping pupils to know and recognise the standards they are aiming for
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| | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"|
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| *show pupils work that has met criteria with explanations of why
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| *give pupils clear success criteria and then relate them to the learning objectives
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| *model what it should look like, for example exemplify good writing on the board
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| *ensure that there are clear shared expectations about the presentation of work
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| *provide displays of pupils’ work which show work in progress as well as finished product
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| | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Involving pupils in peer and self-assessment
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| *give pupils clear opportunities to talk about what they have learned and what they have found difficult, using the learning objectives as a focus
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| *encourage pupils to work/discuss together, focusing on how to improve
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| *ask pupils to explain their thinking: ‘How did you get that answer?’
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| *give time for pupils to reflect upon their learning
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| * identify with pupils the next steps in learning
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| | style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Providing feedback that leads pupils to recognising their next steps and how to take them
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| | style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"|
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| * value oral as well as written feedback
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| *ensure feedback is constructive as well as positive, identifying what the pupil has done well, what needs to be done to improve and how to do it
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| *identify the next steps for groups and individuals as appropriate
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| | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Promoting confidence that every pupil can improve
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| | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"|
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| *identify small steps to enable pupils to see their progress, thus building confidence and self-esteem
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| *encourage pupils to explain their thinking and reasoning within a secure classroom ethos
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| | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Involving both teacher and pupil in reviewing and reflecting on assessment information
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| | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"|
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| *reflect with pupils on their work, for example through a storyboard of steps taken during an investigation
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| *choose appropriate tasks to provide quality information (with emphasis on process, not just the correct answer)
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| *provide time for pupils to reflect on what they have learned and understood, and to identify where they still have difficulties
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| *adjust planning, evaluate effectiveness of task, resources, etc. as a result of assessment
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| |}
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| '''''Task 1''''' | | '''''Task 1''''' |
| '''What does the research tell us?''' | | '''What does the research tell us?''' |
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| As you read through the summary of research on pages 19–21, consider the key factors that improve learning through assessment and reflect on your current practice with a class of your choice. Highlight the points in the text for which you are already developing effective practice in assessment for learning. | | As you read through the summary of research on pages 19–21, consider the key factors that improve learning through assessment and reflect on your current practice with a class of your choice. Highlight the points in the text for which you are already developing effective practice in assessment for learning. |
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| '''''Task 2''''' | | '''''Task 2 - 20 minutes''''' |
| '''Assessment in everyday lessons''' | | '''Assessment in everyday lessons''' |
| Watch video sequence 12a, part of a Year 7 music lesson. | | Watch video sequence 12a, part of a Year 7 music lesson. |
| As you watch the video look for examples of the key characteristics of assessment for learning (pages 3–4) in action. | | As you watch the video look for examples of the key characteristics of assessment for learning (pages 3–4) in action. |
| The sequence is not meant to demonstrate every aspect of assessment for learning but you should be able to identify a number of the techniques used. | | The sequence is not meant to demonstrate every aspect of assessment for learning but you should be able to identify a number of the techniques used. |
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| '''20 minutes'''
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| Having read the research, watched the video clip and reflected on your own practice, you should now have a broad overview of what is involved in assessment for learning. You may find some areas of your practice that are well developed and others that could be developed further. The activities in this unit expand on the principles and strategies in more detail and will help you to implement assessment for learning in your classroom. | | Having read the research, watched the video clip and reflected on your own practice, you should now have a broad overview of what is involved in assessment for learning. You may find some areas of your practice that are well developed and others that could be developed further. The activities in this unit expand on the principles and strategies in more detail and will help you to implement assessment for learning in your classroom. |
