| 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
|
