Some Definitions Monitoring – the skill of effectively over- viewing and analysing a learning situation Assessment – is the closer examination of pupil’s learning which informs planning and target setting Recording – enables teachers to keep track of areas identified by monitoring and assessment, including pupil’s strengths and areas for development and their attainment of learning targets Reporting – the process of informing others about the learning that has taken place and targets for future learning

Types of Assessment ( from Clarke,S.(1998) Formative assessment – day to day on- going assessment, based on how well children fulfil learning intentions, providing feedback and involving children in improving their learning. Summative assessment – snapshot testing which establishes what a child can do at that time. Can be a teacher assessment (TA) or national test (e.g. SAT). Will usually be recorded as a score, level or grade.

Assessment for Learning  Planning that indicates progression and identifies assessment opportunities  Evaluations that focus on development and knowledge of how the children learned  Sharing learning intentions and outcomes while teaching  Effective questioning and feedback while teaching  Using a range of teaching strategies that show an understanding of how the children learn best  Evidence of how feedback has improved learning; use target setting and review  Class records that indicate next steps for the children and the teacher

Assessment for Learning “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.” Black et al (2003) Assessment for Learning: Putting it into Practice. Berkshire: OUP

Formative Assessment Strategy Purpose Planning Short term plans show how assessment affects next steps Sharing learning intentionsEnsures pupil is focused on the purpose of the task. Keeps teacher clear about learning intentions. Pupil self-evaluation and peer assessment Empowers child to realise own learning needs Marking Tracks progress diagnostically, provides targets for improvement Target setting Ensures pupil motivation and involvement in progress Record of achievement/ Pupil profile Celebrates aspects of achievement, provides overall progress picture

Key Forms Of Formative Assessment  Questioning  Marking  Observation  Focussed Observation  Self Assessment  Peer Assessment

Questioning Assess what pupils know Use a mixture of closed and open questions Use questions which challenge thinking and go beyond recall Include as many pupils as possible Give pupils time to think Target pupils taking in to account their level of understanding Pursue a line of questioning with individuals to understand their thinking and act as learning stimulus for the rest of the class Ask questions in different ways Encourage pupils to ask each other questions

Marking Children’s Work Feedback needs: To be based on clear learning intentions To take account of pupil self-evaluation To highlight success and areas for development To give strategies for improvement - ‘how to get better’ Allocated time in which to take place or be read Target setting based on the feedback

Self-Marking  Children identify their successes  They identify a place for improvement  Identification is followed by ‘on the spot’ improvement

Paired Marking  Partners of similar ability  Reflective time to check own work  Start with a positive comment  Roles defined  Author reads the work out first  Both agree on part to be changed  Author writes on his/her own work Clarke (2003,138)

Fundamental to Assessment Success……  Assessment has to be an integral part of the planning process  No assessment should be undertaken that does not directly feed the next steps for a child – one properly annotated sample of work is worth any number with nothing on  Assessment should be planned systematically across weeks to ensure sufficient, relevant data is collected for your children  Where possible the child should be included in the process of self evaluation and target setting

Principles of AFL From: Hughes, P. (2008) Principles of Primary Education. Abingdon: Routledge

Bibliography Clarke S [2006] Targeting Assessment in the Primary Classroom Abingdon: Hodder Education Kyriacou C [1998] Essential Teaching Skills Cheltenham: Nelson Thornes Jacques, K and Hyland, R. (2007) 3rd edition. Professional Studies – Primary and Early Years. Exeter: Learning Matters. Hayes, D. (2008) 4 th edition Foundations of Primary Teaching. Abingdon: Routledge. Hughes, P. (2008) Principles of Primary Education Abingdon: Routledge. Medwell J [2006] Approaching Long and Medium Term Planning in Arthur J, Grainger T and Wray D Learning to Teach in the Primary School Abingdon: Routledge Medwell J [2006] Approaching Short Term Planning in Arthur J, Grainger T and Wray D Learning to Teach in the Primary School Abingdon: Routledge