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Assessment is for Learning and the Journey to Excellence

Assessment is for Learning and the Journey to Excellence. Why continue with AifL?. It is an integral part of the teaching and learning process Research proves that strengthening the practice of formative assessment raises standards It puts the responsibility for learning on to the learner

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Assessment is for Learning and the Journey to Excellence

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  1. Assessment is for Learning and the Journey to Excellence

  2. Why continue with AifL? It is an integral part of the teaching and learning process Research proves that strengthening the practice of formative assessment raises standards It puts the responsibility for learning on to the learner Ambitious Excellent Schools - all schools to be part of AifL by 2007 It’s the ‘how’ of ACfE

  3. AifL is the ‘how’ of A Curriculum for Excellence Lively, motivating classrooms Active engagement Shared purpose Pupil choice Self-reliance Self-respect Aiming for transformational change

  4. The Excellence Agenda Learning and teaching: • engages young people in the highest quality learning activities • focuses on outcomes and maximises success for all learners The school: • values and empowers staff and young people • develops a culture of achievement and ambition • reflects on its own work and thrives on challenge

  5. HMIe and the Excellence Agenda Share learning outcomes and success criteria Be reflective and thrive on challenge Engage young people in the highest quality learning activities Effective questioning Develop a culture of achievement and ambition Specific, focused feedback Focus on outcomes and maximise success for all learners Value and empower staff and young people Self and peer assessment

  6. Where are we with AifL? • All schools have started and made some progress with formative assessment • A few cover all key formative assessment elements consistently and systematically • Some progress with local moderation but not across all subjects • Various methods being trialled of incorporating personal learning planning • Few have embedded all aspects of the AifL triangle

  7. Embedding the AifL PrinciplesWhat does it mean? • What does an AifL classroom look and sound like? • What does an AifL teacher look and sound like? • What does an AifL pupil look and sound like?

  8. Where are you with AifL? • Assessment for Learning • Assessment of Learning • Assessment as Learning

  9. Next Steps on the Road • School overview • Strategies for ‘spreading the message’ within and across schools • How will you know when you’ve got there?

  10. Give-One-Get-One • Jot down 3 strategies • Get up and find someone at another table • GIVE ONE idea from your list to your partner GET ONE idea for your list from your partner • Move to a new partner • If your list and your partner’s are identical, think of another idea together that can be added to both lists

  11. Thought for Today What do you think will be happening in your school in a year’s time? What evidence will you have to substantiate your position?

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