Assessment FOR Learning in theory Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment Reform Group 2002

10 Principles of Assessment FOR Learning Is part of effective planning Focuses on how children learn   Is central to classroom practice Is a key professional skill Is sensitive and constructive Fosters motivation Promotes understanding of goals and criteria Helps learners know how to improve   Develops the capacity for self-assessment  Recognises all educational achievement

Characteristics of Assessment FOR Learning Much recent research indicates that effective formative assessment is a key factor in raising pupils’ standards of achievement. Central to formative assessment, or ‘assessment FOR learning’ is that it: is embedded in the teaching and learning process of which it is an essential part; shares learning goals with pupils; helps pupils to know and to recognise the success criteria to aim for; provides feedback which leads pupils to identify what they should do next to improve; has a commitment that every pupil can improve; involves both teacher and pupils reviewing and reflecting on pupils’ performance and progress; involves pupils in being able to assess themselves involves adjusting teaching to take account of the results of assessment

How to find out if Assessment FOR Learning is really helping learning by observing pupils - this includes listening to how they describe their work and their reasoning; by questioning, using open questions, phrased to invite pupils to explore their ideas and reasoning; by setting tasks in a way which requires pupils to use certain skills or apply ideas; by asking pupils to communicate their thinking in a variety of different ways