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Assessment for Learning. Objectives. To look at Learning Intentions / Objectives and Success Criteria To look at some suggestions for responding to children’s work To consider how pupils can participate in the assessment process. Key elements.

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Assessment for Learning

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Assessment for learning l.jpg


Objectives l.jpg


  • To look at Learning Intentions / Objectives and Success Criteria

  • To look at some suggestions for responding to children’s work

  • To consider how pupils can participate in the assessment process

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Key elements

  • Share the learning objectives and the success criteria with the children;

  • Ensure feedback gives support, motivates and enables improvement;

  • Encourage children to assess their own work.

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Learning Objectives, Activities and Success Criteria

Learning Objectives:

“What are we going to learn?”


“How are we going to learn?”

Success Criteria:

“How do we know if we have succeeded?”

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Learning objectives need to be:

  • Shared with the children

  • Clear to the children

  • Linked to success criteria

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Learning Intentions and Success Criteria

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  • List the success criteria for Y3 T1 stories with familiar settings;

  • Use child friendly language;

  • Feedback.

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Marking writing against success criteria

  • highlight 2 or 3 aspects of the writing which meet the learning intention/success criteria;

  • ask for a small improvement - oral or written;

  • allow time for children to respond.

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Ways to respond - ‘Closing the gap’

  • Reminder prompts

  • Scaffolded prompts

  • Example prompts

    (See handout)

    Quality marking

    ~ within the unit of work

    ~ at the end of a unit of work

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Example - Y6 Term 1Classic fiction

Learning Intention:

To write in the voice and style of a particular text.

(The Secret Garden by Frances Hodgson Burnett).

Success Criteria:

  • Short narrative

  • Complex sentences

  • Precise vocabulary - powerful verbs

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Rebecca’s writing

Peering through a crack in the old rotten door, Gwendoline looked at the area around her. She found a secret handle which had climbing ivy all over it. She shifted it out of the way. Gwendoline opened the door. She shivered. Closing the door behind her, she found herself in a giant greenhouse. It was filled with rushing sweet peas.

Teachers Response

~ Well done - you have used complex sentences and some powerful verbs. (underlined)

~Think of another word for ‘found’ and re-write your sentence. ( highlighted in pink - a reminder prompt)

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  • Read the example of Jason and the Golden Fleece;

  • Using the success criteria, highlight 2 examples of effective adjectives or adverbs;

  • Provide a reminder, scaffolded and example prompt in response to the child’s writing;

  • Feedback.

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Successful oral feedback . . . Foundation Stage/Year 1

  • focuses on two or three places where the child’s work meets the learning intention;

  • indicates where an improvement could be made;

  • is followed by time to complete the improvement.

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Classroom strategies to support children’s self-assessment

  • Literacy Ladders

  • Genre Checklists

  • Response partners

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Genre Features - Newspapers Year 4

  • Purpose: To retell events

  • Text Level Features

  • Headlines

  • Introduction - Who? What? Where? When? Why?

  • Sub-headings

  • 2/3 paragraphs to outline events

  • Closing statement/paragraph

  • Chronological order

  • Sentence/Word Level Features

  • Past tense

  • 3rd person

  • Eyewitness account - direct/reported speech

  • Connectives

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‘Enriching Feedback

in the primary


Shirley Clarke

ISBN 0-340-87258-6

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