Assessment is for Learning and the Journey to Excellence

Why continue with AifL? It is an integral part of the teaching and learning process Research proves that strengthening the practice of formative assessment raises standards It puts the responsibility for learning on to the learner Ambitious Excellent Schools - all schools to be part of AifL by 2007 It’s the ‘how’ of ACfE

AifL is the ‘how’ of A Curriculum for Excellence Lively, motivating classrooms Active engagement Shared purpose Pupil choice Self-relianceSelf-respect Aiming for transformational change

The Excellence Agenda Learning and teaching: engages young people in the highest quality learning activitiesengages young people in the highest quality learning activities focuses on outcomes and maximises success for all learnersfocuses on outcomes and maximises success for all learners The school: values and empowers staff and young peoplevalues and empowers staff and young people develops a culture of achievement and ambitiondevelops a culture of achievement and ambition reflects on its own work and thrives on challengereflects on its own work and thrives on challenge

HMIe and the Excellence Agenda Be reflective and thrive on challenge Engage young people in the highest quality learning activities Value and empower staff and young people Develop a culture of achievement and ambition Focus on outcomes and maximise success for all learners Share learning outcomes and success criteria Effective questioning Specific, focused feedback Self and peer assessment

Where are we with AifL? All schools have started and made some progress with formative assessmentAll schools have started and made some progress with formative assessment A few cover all key formative assessment elements consistently and systematicallyA few cover all key formative assessment elements consistently and systematically Some progress with local moderation but not across all subjectsSome progress with local moderation but not across all subjects Various methods being trialled of incorporating personal learning planningVarious methods being trialled of incorporating personal learning planning Few have embedded all aspects of the AifL triangleFew have embedded all aspects of the AifL triangle

Embedding the AifL Principles What does it mean? What does an AifL classroom look and sound like?What does an AifL classroom look and sound like? What does an AifL teacher look and sound like?What does an AifL teacher look and sound like? What does an AifL pupil look and sound like?What does an AifL pupil look and sound like?

Where are you with AifL? Assessment for Learning Assessment of Learning Assessment as Learning

Next Steps on the Road School overviewSchool overview Strategies for ‘spreading the message’ within and across schoolsStrategies for ‘spreading the message’ within and across schools How will you know when you’ve got there?How will you know when you’ve got there?

Give-One-Get-One Jot down 3 strategiesJot down 3 strategies Get up and find someone at another tableGet up and find someone at another table GIVE ONE idea from your list to your partnerGIVE ONE idea from your list to your partner GET ONE idea for your list from your partner GET ONE idea for your list from your partner Move to a new partnerMove to a new partner If your list and your partner’s are identical, think of another idea together that can be added to both listsIf your list and your partner’s are identical, think of another idea together that can be added to both lists

Thought for Today What do you think will be happening in your school in a year’s time? What do you think will be happening in your school in a year’s time? What evidence will you have to substantiate your position? What evidence will you have to substantiate your position?