1. Literacy Subject Leaders
AFL -
Literacy Subject Leaders

2. APP: What’s Working Well
Assessment more integrated
AfL and APP – interdependency
Teacher confidence – less reliance on frequent testing
Share assessment responsibility
Impact on planning and pedagogy
Improved dialogue with pupils (& parents?)
Moderation activity

3. APP - issues Using guidelines as a tick sheet (over frequent use)
‘Collecting’ evidence
Standardisation
Rewritten criteria – commercial manifestations
Exclusive focus on tracking

4. Effective feedback and developing self and peer assessment
Assessment for Learning
Effective feedback and developing self and peer assessment

5. Developing assessment for learning is not about adding a collection of teaching strategies into an existing repertoire. It is about reflecting on the impact of our teaching and being clear about what helps children learn and develop as learners.
This includes developing social and emotional as well as cognitive skills.
Teachers who most successfully develop and refine their assessment for learning practice never lose sight of the fact that AFL is something happening in children’s minds and all their planning and interactions with children aim to facilitate this.

6. To help children judge how well they are doing we need to ensure there is a shared understanding of:
What children will learn
What they will be able to do after they have learned it
Why they are learning it
When they will get opportunities to use and apply the learning
How to judge the quality of the outcome using success criteria
What ‘good’ and ‘even better’ looks like, and how to evaluate how well they have done and what they could do even better.
Children need to be proactive partners in the learning process. They need to be taught how to take responsibility for the progress they make as independent learners able to work effectively with the teacher and with each other. To do this children need to feel that they are in a safe environment where they belong, that their opinions are valued and that there is a clear structure to their role in assessing their own learning.
We know all this – today focusing on the last 2 bullet points - considering oral and written feedback, peer and self-assessment. In order to progress and succeed, children need constant and supportive feedback on their learning. Adults working in schools and settings need to give both oral and written feedback that helps children understand how to take ownership and control of their own learning and progress.
Oral feedback is regular and interactive. It is both direct (targeted to individuals or groups) and indirect (as others listen in and reflect on what is said). It works in three directions: teacher to child, child to teacher and child to child. All three are important, necessary and interlinked. The teacher can model the language of feedback that children can employ themselves, in discussions and paired peer assessment.

7. x  Neat handwriting B+ Could be better Watch your spellings!
Well done! B+
Good effort 9 10
Could be better
Watch your spellings!
Excellent work x
Please write to the end of the lines
C - 
We have come a long way in our use of marking. Up until recently feedback comments were often:
non-specific e.g. good work, well done, that’s much better
or focus on:
presentation e.g. neat work, use a ruler
quantity e.g. you have completed a lot of calculations, not enough work
surface features e.g. make sure number ‘9’ is the right way round
effort e.g. you have worked hard today
This century there has been a real change in feedback- with the research into AFL and the focus on learning and feedback has been seen as a real tool to develop pupils as independent learners. Although we do see this sometimes when we go into schools it is becoming the exception rather than the rule. Marking scrutinies, monitoring of feedback are commonplace in schools now and are helping to improve practice in feedback.
Change in our language – from marking to feedback 11
You have not written enough today
Neat handwriting 20

8. If I knew how to use paragraphs I would have done so.

9. How can I make it better? What makes my work good?
Schools which have understood the critical role of AFL in developing effective teaching and learning have children who are able to answer these questions? Writing interviews – show me a piece of work that you consider to be good? Why do you think it is good – is it just because the teacher has put good on it, is it written neatly? How can I make it better?

10. Effective feedback – What we know now
Written feedback needs to be focused – linked to learning objectives and success criteria
Pupils should know where they have been successful and what they need to do to improve
Time should be given for pupils to respond to feedback
Children need to have ownership of the success criteria and be able to refer to it
But for feedback to be effective we need to ensure that we have effective learning objectives and success criteria.

11. Closing the gap: Reminder prompt
e.g say more about how you feel about this person
Scaffolded prompt
e.g can you describe how this person is ‘a good friend’ , describe something that happened which showed you they were a good friend , (finish the sentence) he showed me he was a good friend when ……
Example prompt
e.g choose one of these or make up your own- he is a good friend because he never says unkind things about me / my friend is a friend because he is always nice to me

12. Oral Feedback
The language of the classroom, especially the incidental talk that goes on while children are working, gives strong messages to children about their achievement
It’s making you think because you are learning something you didn’t know before and I am here to help.
When you find something challenging, it is an opportunity to learn something new.
‘I know you are having difficulty with this. Don’t worry – I’m going to help you.’
Need to think about the way you talk to children about difficulties, focusing on the fact that CHALLENGE means that NEW LEARNING is taking place.
Assessment for learning involves creating an ethos in a school or setting where speaking freely about learning is encouraged.
If you use language like the blue speech bubbles above children will
Be less afraid to make mistakes
Have increased self-esteem
Be more able to admit their difficulties
Be more willing to articulate their self –evaluation (whether of success or of help required)
More readily give feedback to teachers and each other
This is how we learn. If everything is easy, it means you already knew how to do it, so there’s no new learning.

13. How can you tell when feedback is truly effective?
Talking to pupils
Can you tell me why you are pleased with it?
Can you show me some work you have done recently which you think is really good?
You can be producing the most detailed, comprehensive feedback but if pupils cannot answer these questions then you are wasting your time.
How could you have made it better?

14. Audit tools: Teaching and learning review tables
How well are we doing?
Audit tools: Teaching and learning review tables
Quality Standards for AFL
2.3 All teachers give pupils clear feedback which identifies next steps and provides opportunities in lessons for pupils to discuss and act upon the feedback
2.6 All pupils have the confidence, dispositions and skills to evaluate the quality of their work and level of understanding and work with their teachers and peers to take the next steps in their learning.
2.3. Quality Standards for AFL

15. Discussion How effective is feedback in your school?
To what extent is peer and self-assessment impacting on the quality of learning?
How do you know?

16. Feedback on Learning journey
Learning objectives
Success criteria
Feedback - written and oral
Because there is continual research going on we are going to look at most recent – what we have learnt. It has evolved and changed – originally WILF and WALT in its earliest stages and talked about 3 stars and a wish. Our understanding is developing as we see the impact on pupil’s learning of different strategies – research based. So useful to summarise current understanding of learning objectives andsuccess criteria.
Self and peer assessment

17. Current understanding of learning objectives
Learning objectives need to be decontextualised
Closed learning objectives
Open learning objectives require discussions with pupils about quality
To be able to punctuate correctly
To be able to use question marks
Closed – include skills such as e.g punctuation and all knowledge learning objectives. no difference in quality and therefore feedback which focuses on success and improvement not useful – finding the best bits meaningless either did it or didn’t.
Open objectives e.g write a characterisation, write a persuasive argument. Analysing one piece enables success criteria to be identified but 2 can identify quality

18. Separate the learning objective from the context of the lesson
To write instructions for making a sandwich
We are learning to write a newspaper report about pollution
The learning context should be separated from the learning objectives so that children do not associate them with one task/lesson but can apply them across contexts.
Ie today we are learning to write a traditional story.
Activity – Muddled handout, separating LO from context – also answer handout
To describe Red Riding Hood

19. SUCCESS CRITERIA
Not a simple fix-it list but aspects of the task on which pupils most need to focus.
Pupils should be involved in the process of creating success criteria
Should be the same for all learners
Quality ensured by modelling, questioning, the level of discussion in the classroom and feedback given.
Differentiation P93. Success criteria linked to what children will learn not what they will do.
Avoid the step by step approach. E.g write the title, start on a new line, write to the end of the line, use your best handwriting, write a page.

20. Ingredients of a cake Success criteria Learning objective
We are learning to …
Write a story starter
What will you need to do to achieve this?
Remember to :
describe the setting
describe the main character
use powerful adjectives
Success criteria
Share examples of success criteria for literacy – important to model the SC as just having these in your starter will not necessarily make it good - you can have a good description of a setting, or a poor one. (open success criteria)
Literacy SC may sometimes be for a series of lessons e.g. SC for writing a persuasive letter, or a story, or a playscript. These may be broken down into SC for a lesson e.g. connectives within letter, story starter, stage directions.
Maths SC are more likely to be specific to a lesson.

21. We are learning to write a set of instructions
Write the title and underline it
Write down a list of equipment and ingredients that you will need
Write in bullet points
Use a capital letter to start each line
Use imperative verbs at the start of each instruction
Try to use a variety of different imperative verbs
Add health and safety tips
Include diagrams
Use time connectives
Finish each sentence with a full stop
Check your work for spellings
Include brackets
Use your neatest handwriting
Too long and not specific

22. ‘You need to improve your writing by making your writing better.’
Peer assessment comment – what is missing ?
Peer assessmentPeer assessment and self-assessment is much more than children marking their own or each other's work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress.
It is important that children have seen good examples of feedback by teachers and are aware how to assess their own work before they assess other work.
This needs to be modelled to children eg use piece of work in whole class – discuss how they would respond to it
Peer and self assessment are not replacements for teacher or practitioner marking and feedback. They are important additional forms of assessment which engage children in becoming self-critical and independent.

23. Creating the classroom culture …..
knows that writing takes time and effort and he or she will always respect the writer’s feelings.
always starts by saying…”One thing I really like about your writing is…”
will help by asking useful questions like... “shall we use the checklist?”
will always tell the writer what they thought was the best parts of the writing
will always end with… “Thank you for sharing your writing with me.”

24. Winner!! 1st Congratulations. You have won
Prize in our competition – an ALL INCLUSIVE holiday to Barbados. Two weeks total relaxation in luxurious surroundings sun, sea, award winning spa ……
This holiday is subject to terms and conditions and must be taken between 8th January and 12th February.
Task – you have won an amazing holiday – 2 weeks all inclusive in Barbados. Only problem is it must be taken in January.
You need to write a letter to your headteacher requesting 2 week. Will need to have a persuasive element.
Use an example for success criteria – persuasion
2 examples to model quality.
5 mins to write your own – model self and peer assessment. Then choose someone to give feedback on.

25. What are the key points you will take from this session?
Reflection
What are the key points you will take from this session?
How will you use this in your school?