Assessment for Learning University of Southampton

Assessment for Learning Assessment for learning involves the use of classroom assessment to improve learning. It differs from assessment of learning, which measures what learners know or can do.

‘Assessment for Learning' Effective formative assessment is a key factor in raising pupils' standards of achievement. It shares learning goals with pupils including: learning intentions; success criteria.

Effective ‘Assessment for Learning' Effective assessment for learning is embedded in the teaching and learning process; requires quality of questioning; developing pupil’s thinking; encourages self assessment.

Effective ‘Assessment for Learning' helps pupils to know and to recognise the standards to aim for - identifying: knowledge; skills; understanding. identify quality through effective demonstrations.

Effective ‘Assessment for Learning' provides feedback which leads pupils to identify what they should do next to improve; requires questions that will challenge their thinking.

‘Assessment for Learning' has a commitment that every pupil can improve; involves both teacher and pupils reviewing and reflecting on pupils' performance and progress; involves pupils in self-assessment.

To improve the quality of assessment for learning, you need to: involve pupils in their learning; model quality: showing pupils the learning strategies and goals; give feedback to pupils on their work; involve them in self-assessment and peer assessment.

Comparing Performances

Comparing Performances

Comparing Performances

What’s in it for the Pupils? becomes responsible for their own learning; is able to recognise next steps in learning; feels secure about not always being right; raises self-esteem and becomes more positive, e.g. I can from I can’t; is actively involved in the learning process (partner not recipient); becomes more independent and motivated.

What’s in it for the Teacher? There is a shift of responsibility from teacher to pupil; smoother more efficient lessons if pupils are motivated and independent; feedback helps teacher identify pupil progress; identifies next steps for a group/individual; matches pupils’ perceptions of understanding with teachers; more efficient lessons allow greater challenge.

Building blocks to pupil self-assessment. Modelling of self-assessment by the teacher Success Criteria Questioning Skills Reflection Feedback Peer Partners Portfolios Pupils have a clear understanding of the intended learning There is a climate for learning in the classroom

Creating a positive learning climate Pupils have to change from: being passive recipients of knowledge offered by the teacher; to: active learners who could take responsibility for, and manage their own learning.

Strategies to support self-assessment modelling using demonstrations; questioning skills; self assessment tools; reflection as a process; response partners; future developments – digital portfolios?

Modelling using demonstrations When and how would you use them? What strategies do you currently use? Using this strategy teachers ensure they: make the learning intentions clear; share the assessment criteria; model judgements – use the model to show how the teacher has arrived at a particular judgement.

Questioning Skills How can you develop higher order questioning skills? Pupils should be encouraged to set questions/ challenges in order for them to understand the assessment process and to focus their efforts for further improvement. This process supports self-assessment through: setting challenges and moving learning forward; learning is delivered through problem solving situations; teacher and pupil assessments lead to discussions.

Response partners This involves the observation and evaluation of others – (normally a strength within PE). Pupils should be encouraged, through peer and self-assessment, to apply criteria to help them understand how their work may improve. A response partner is someone who: helps me with my work; tells me the truth about my work; helps me to make my work better.

Self assessment tools Mind-mapping for organising ideas; Venn diagrams; compare/contrast; KWL Grids (using post-its?): what do I know? what do I want to know? what have I learnt? Talking partners; Ladder; etc.

Portfolios (Digital) A portfolio aids pupil self-assessment/ evaluation through: pupils record their evaluations; compare them with others; see examples of current level of work; see what the next level is like; see what they need to do to improve.

Reflection as a process Pupils need a clear understanding of: the learning objectives; the criteria against which they are being assessed; Once this has been done pupils are able to: identify their own achievements; recognise areas for improvements; direct their own improvement. How can this be organised/managed?