Perfect Assessment (for Learning)

Claire Gadsby, Jackie Beere

• Publisher: Independent Thinking Press
• Year: 2013
• Print ISBN: 9781781350027
• eBook ISBN: 9781781350287
• Topic: Education
• Subtopic: Education General

Too much valuable teacher time is devoted to the kind of marking and feedback which does little to improve pupils' learning. This easy to read guide introduces a range of innovative and practical strategies to ensure that assessment genuinely is for learning

Chapter 1

Beware the AfL ‘Buffet’

Although I am not a gambling woman, I would wager that, if we were to question 100 randomly selected teachers, all of them would at least have heard of Assessment for Learning or AfL. Furthermore, I would bet that the vast majority would be happily using several of the more common AfL strategies such as traffic lighting or peer assessment.

Whilst this is encouraging to those of us passionate about how Assessment for Learning can genuinely transform outcomes for young people, it also alludes to what is one of the great paradoxes: that many well-intentioned teachers are engaging with the letter of AfL rather than the spirit of it. Or, to put it another way, many teachers are grazing at the buffet of AfL without necessarily perceiving how the various morsels come together to form a well-balanced and satisfying educational philosophy.

What is AfL and why does it matter?

Assessment for Learning should not be confused with assessment in its traditional sense; that is, the objective gathering and measuring of progress evidence. Assessment for Learning is much broader and is defined as:

… 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 and how best to get there.1

Further exemplification was added in this definition proposed in 2009:

Assessment for Learning is part of everyday practice by students, teachers and peers that seeks, reflects upon and responds to information from dialogue, demonstration and observation in ways that enhance ongoing learning.2

Finally, Dylan Wiliam identifies the key elements of AfL as a set of activities which can empower learners to become independent through:

Sharing learning intentions and success criteria.

Engineering effective classroom discussions.

Formative feedback.

Activating learners as resources for each other.

Activating learners as owners of their own learning.3

Assessment for Learning involves asking questions about the quality of learning and being prepared to adapt and enrich the curriculum in response to what we learn. It is important to remember that AfL embodies effective assessment practice which is applicable to all ages, groups and key stages. It has the unique potential not just to measure learning but to promote and further improve learning.

As teachers begin to implement the various practical strategies commonly associated with AfL, such as ‘think, pair, share’, traffic lighting and peer and self assessment, it is important that they also understand the general principles underpinning AfL. Even busy teachers need to spend time exploring the philosophy behind AfL and constantly ask the question: What does this mean for me and my practice?

AfL is based on constructivism – a view of teaching and learning predicated upon the simple but profound principle that learning is something which can only happen inside the heads of learners. This is why monitoring the ‘progress’ much sought after by Ofsted can be a challenge – it is often invisible! Also, despite our best efforts as teachers, we cannot make learning happen for our learners – there is a gulf between the teaching and the learning that only the learners themselves can bridge in order to develop new skills and knowledge.

Genuine AfL occurs at the point of learning – that moment when a learner engages in personal reflection or interacts with you or another pupil in order to make sense of what is being learned. The most effective AfL practitioners ensure that all of their planning and interactions with learners aim to facilitate exactly this.

In essence, AfL is about empowering pupils to be owners of their own learning. That is to say, learners who can understand where they currently are, what they need to do to improve and exactly how to do this. Clearly, this goes way beyond learners merely knowing their current grade or target or even knowing something about the grade criteria for a particular subject. As Gordon Stobart amongst others observes, real AfL is about learning to learn – a skill for life and not just for examination success.4

Is AfL having a ‘mid-life crisis’?

Assessment expert Janet Evans recently used the phrase ‘mid-life crisis’ to describe the current state of AfL.5 This provocative phrase alludes to the fact that although Assessment for Learning has been around for more than 14 years, and is now supported by a huge wealth of evidence attesting to its positive impact, it is not yet fully or properly embedded in all schools. Reflecting on the table below, why are more schools not yet at the ‘enhancing’ stage? What are the challenges preventing them from getting there?

Assessment for Learning progression table – where are you?

So what are the challenges schools currently face surrounding AfL?

1. It may have stagnated as an issue within schools. The fact that AfL has been around for a considerable while means that, in some schools, it is no longer receiving the attention it needs to keep it a ‘live’ development priority.

2. AfL is not fully understood. It is more than just a selection of exciting classroom strategies. AfL is a philosophy based on the premise of active learning in partnership with learners. Approaches need to be personalised to suit the particular needs of pupils and this requires an understanding of the wider principles underpinning AfL.

3. AfL is loaded with its own terminology. This can be jargonistic and alienating for some teachers. Although AfL is thought to be understood in almost all English-speaking countries, there is still lots of c...

Table of contents

• Cover
• Title Page
• Dedication
• Contents
• Acknowledgements
• Foreword
• Chapter 1: Beware the AfL ‘Buffet’
• Chapter 2: Sharing Learning Intentions
• Chapter 3: Success Criteria: The ‘Cinderella’ Aspect of AfL
• Chapter 4: Engineering Effective Classroom Discussions
• Chapter 5: Formative Feedback
• Chapter 6: Activating Learners as Resources for Each Other
• Chapter 7: Activating Learners as Owners of their Own Learning
• Chapter 8: Demonstrating Effective AFL Progress to Ofsted and Other Stakeholders
• Chapter 9: How to Work Effectively with Parents
• Chapter 10: Winning Hearts and Minds: How to Successfully Embed AfL across the Whole School
• Chapter 11: Key Messages: Moving Forward
• Checklist for Perfect Assessment for Learning
• Bibliography
• Copyright