Assessment for Learning/teaching approach: Difference between revisions
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Assessment for learning has been defined as the process of interpreting evidence to decide where learners are in their learning, where they need to go and how best to get there. When {{ | Assessment for learning has been defined as the process of interpreting evidence to decide where learners are in their learning, where they need to go and how best to get there. When {{teachtag|assessment}} for learning is well established in a classroom, pupils are actively involved in their learning; able to judge the success of their work and to take responsibility for their own progress. | ||
For some shorter more focused documents drawn from this DfES document see [[Giving Oral Feedback]], [[Giving Written Feedback]], [[Sharing Learning Objectives and Outcomes]]. | For some shorter more focused documents drawn from this DfES document see [[Giving Oral Feedback]], [[Giving Written Feedback]], [[Sharing Learning Objectives and Outcomes]]. | ||
Latest revision as of 08:27, 28 September 2012
Assessment for learning has been defined as the process of interpreting evidence to decide where learners are in their learning, where they need to go and how best to get there. When assessment(ta) for learning is well established in a classroom, pupils are actively involved in their learning; able to judge the success of their work and to take responsibility for their own progress.
For some shorter more focused documents drawn from this DfES document see Giving Oral Feedback, Giving Written Feedback, Sharing Learning Objectives and Outcomes.
