Assessment for Learning Introduction: Difference between revisions

=Assessment for learning=

* is embedded in a view of teaching and learning of which it is an essential part. Assessment for learning is not something extra or ‘bolted on’ that a teacher has to do. Pupil learning is the principal aim of schools and assessment for learning aims to provide pupils with the skills and strategies for taking the next steps in their learning;

:Based on: Assessment Reform Group (1999) ''Assessment for learning: beyond the black box''. University of Cambridge, Faculty of Education. ISBN: 0856030422.

The following table suggests some teaching strategies that will support the development of assessment for learning in your classroom.

{{:Assessment for Learning Introduction/Table}}

'''''Task 1'''''

'''What does the research tell us?'''

The intention is not that you adopt all of the techniques at once but that you work through the ideas over a period of time with one or two of the classes that you teach. Eventually, as the strategies become secure and you identify the benefits of each, assessment for learning can become embedded within normal practice. As the research indicates, there is some evidence that assessment for learning has a bigger impact on pupils who have made slower progress in the past. This is hardly surprising since it is these pupils who often have found it difficult to recognise what is expected.

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