School Internal INSET:
Assessment for Learning
Tuesday 15th March 2005
Initiatives designed to enhance effectiveness of the way assessment is used in the classroom to promote learning can raise pupil achievement.
What advice should the school be giving to its teachers regarding integrating assessment for learning into units of learning?
Research indicates that improving learning through assessment depends on five, deceptively simple, key factors:
• the provision of effective feedback to pupils;
• the active involvement of pupils in their own learning;
• adjusting teaching to take account of the results of assessment;
• a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning;
• the need for pupils to be able to assess themselves and understand how to improve.
Effective assessment
• is embedded in a view of teaching and learning of which it is an essential part;
• involves sharing learning goals with pupils;
• aims to help pupils to know and to recognise the standards they are aiming for;
• involves pupils in self-assessment;
• provides feedback which leads to pupils recognising their next steps and how to take them;
• is underpinned by confidence that every student can improve;
• involves both teacher and pupils reviewing and reflecting on assessment data.
Consider 'alternative' methods of assessment:
• observing pupils – this includes listening to how they describe their work and their reasoning;
• questioning, using open questions, phrased to invite pupils to explore their ideas and reasoning; •setting tasks in a way which requires pupils to use certain skills or apply ideas;
• asking pupils to communicate their thinking through drawings, artefacts, actions, role play, concept mapping, as well as writing;
• discussing words and how they are being used.
from 'Beyond the Black Box'
Three key areas:
Beforehand: eg assessment of prior learning; identification of needs; clarification of objectives and relevant assessment criteria.
During: eg peer assessment; the integration of 'alternative' methods of assessment.
Afterwards: eg pupil responses sought; shared evaluation of work; targets for subsequent work.
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