ASSESSMENT FOR LEARNING

1. ASSESSMENT FOR LEARNING META-COGNITION CRITICAL THINKING ZONE OF PROXIMAL DEVELOPMENT

2. ASSESSMENT FOR LEARNING MINDSHIFT

3. WHY ASSESSMENT FOR LEARNING? • PROVEN RECORD OF SUCCESS • TAKING CONTROL OF LEARNING; EVERY PUPIL MUST UNDERSTAND • THEIR THINKING; • THEIR ASSUMPTIONS; • THEIR UNDERSTANDING; • THEIR BIAS

4. HOW: ASSESSMENT FOR LEARNING? • EVERYTHING THE PUPIL DOES AND SAYS IS PART OF WHAT THE TEACHER ASSESSES • THIS IS TO TWEAK THEIR LESSONS SO THAT MOST EFFECTIVE LEARNING TAKES PLACE

5. ASSESSMENT FOR LEARNING QUALITY ASSURANCE RATHER THAN QUALITY CONTROL

6. ASSESSMENT FOR LEARNING THE MAIN ACTIVITY IN THE ROOM SHIFTS FROM TEACHING TO LEARNING

7. WHAT ASSISTS ASSESSMENT FOR LEARNING? • WHEN DOES LEARNING TAKE PLACE? • WHEN THE PUPIL PROGRESSES WITHIN THE ZONE OF PROXIMAL DEVELOPMENT • THE ZPD IS THE GOLDILOCKS OF LEARNING

8. ZONE OF PROXIMAL DEVELOPMENT TOO NEAR – COMPLACENCY, BOREDOM ZPD MASTERED LEARNING ZPD TOO FAR – FRUSTRA-TION ZPD JUST RIGHT

9. THUS: ASSESSMENT FOR LEARNING • ABILITY IS NOT FIXED – ASSESSMENT FOR LEARNING ENABLES ABILITIES TO DEVELOP • PEER REVIEWS AND SELF-ASSESSMENT ARE A VITAL PART OF ASSESSMENT FOR LEARNING; IT ENCOURAGES CRITICAL THINKING

10. WHAT DOES ASSESSMENT FOR LEARNING LOOK LIKE? • DON’T EXPECT A MARK ON EVERY PIECE OF WORK • A GRADE OR MARK DOES NOT PROMOTE LEARNING • A PILOT GROUP WILL BE ENTERING THEIR THINKING IN JOURNALS