Assessment for Learning Introduction/Table

Key characteristics of assessment for learning	Teaching strategies
Sharing learning objectives with pupils	share learning objectives at the beginning of the lesson and, where appropriate, during the lesson, in language that pupils can understand use these objectives as the basis for questioning and feedback during plenaries evaluate this feedback in relation to achievement of the learning objectives to inform the next stages of planning
Helping pupils to know and recognise the standards they are aiming for	show pupils work that has met criteria with explanations of why give pupils clear success criteria and then relate them to the learning objectives model what it should look like, for example exemplify good writing on the board ensure that there are clear shared expectations about the presentation of work provide displays of pupils’ work which show work in progress as well as finished product
Involving pupils in peer and self-assessment	give pupils clear opportunities to talk about what they have learned and what they have found difficult, using the learning objectives as a focus encourage pupils to work/discuss together, focusing on how to improve ask pupils to explain their thinking: ‘How did you get that answer?’ give time for pupils to reflect upon their learning identify with pupils the next steps in learning
Providing feedback that leads pupils to recognising their next steps and how to take them	value oral as well as written feedback 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 identify the next steps for groups and individuals as appropriate
Promoting confidence that every pupil can improve	identify small steps to enable pupils to see their progress, thus building confidence and self-esteem encourage pupils to explain their thinking and reasoning within a secure classroom ethos
Involving both teacher and pupil in reviewing and reflecting on assessment information	reflect with pupils on their work, for example through a storyboard of steps taken during an investigation choose appropriate tasks to provide quality information (with emphasis on process, not just the correct answer) provide time for pupils to reflect on what they have learned and understood, and to identify where they still have difficulties adjust planning, evaluate effectiveness of task, resources, etc. as a result of assessment