Developing the use of Assessment for Learning ( AfL ) to raise attainment

1. Developing the use of Assessment for Learning (AfL) to raise attainment A Case Study Sara Ellis

2. School and Background • Kelvin Grove Primary School • 2 form entry (3 form in Reception and Year 1) • Approximately 500 pupils and 30 teachers • FSM = 45% • SEN = 28% • Mobility = 30%

3. Assessment for learning…… • Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence. An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes “ formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs.

4. In a nutshell…. 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 • how best to get there

5. The 10 Principles of AfL • AfL is part of effective planning • Focuses on HOW students 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 classroom achievement

6. What does AfL look like in your classroom? • Objective Led Lessons • Creating Success Criteria • Self assessment/peer assessment • Dialogue and Questioning • Oral and Written Feedback • Target Setting • Using Summative Assessment as Formative Assessment

9. Next steps.....