“Excellent! Pragmatic, realistic and no waffle!”Jean Raleigh, HOD, Bellerby’s College
How is Assessment as learning different from AfL or AoL ?
AfL or Assessment for learning grew out of a growing concern that for far too long the school curriculum focussed too much on summative assessment – Assessment of Learning (AoL). Effective use of formative assessment in the classroom and its use by the teacher in responsive teaching are the bedrock of outstanding practice.
Assessment as learning helps students to take more responsibility for their own learning as it is a from of assessment that actively involves the learners and encourages them to think about the way they learn. It occurs when learners reflect on and regulate and monitor their learning progress.
Benefits of introducing Assessment as learning
Putting Assessment as Learning into practice also requires teachers to change the way they work with their students. It is not simply a matter of adding on to existing practice – it requires a reconsideration of practice to enhance the necessary feedback loops involved and help students become more active and collaborative in their learning and assessment.
Difficulty in changing the mindset on Assessment in schools
Some schools are still focussing too much on summative assessments, with some schools running 4 cycles of mock exams over 12-14 weeks which many pupils fail again and again. Schools need to reassess their assessments! Who are they for and who do they benefit? Ofsted no longer look at our internal progress data, so if they aren’t for the pupils benefit dump them!
The benefit in reinvigorating assessment in classrooms and schools is it creates really effective formative assessment systems, designed to enable the pupils further understanding of the content as well as improve their own awareness of their strengths and weaknesses.
This INSET course is designed to support schools to implement a new pedagogic approach to the way teachers use assessment in schools & colleges.
“Parents’ views on education also appear to be shifting. There is more appreciation of the importance of well-rounded learning, life skills and creativity”.
• To examine the implications of putting formative assessment at the top of our teaching agenda
• To imagine how classroom practices might evolve as the focus significantly shifts from AfL to AaL
• To understand and apply the cognitive science of how pupils’ brains learn most effectively and the implications of this knowledge for our teaching pedagogy
• To suggest a variety of AaL strategies for improving learning outcomes
• To suggest a variety of teaching strategies to place the focus firmly upon AaL.
Assessment as Learning; Implications for learners
- Strategies for involving pupils more fully in the learning process
- Peer assessment, self-assessment, self-evaluation, self-target setting
- How could we improve learning practices at my school?
Assessment as Learning; Implications for teachers
- Aims, objectives, outcomes? Terminology impacts upon results
- Effective questioning techniques
- Creating an environment where it is safe for students to take chances and where support is readily available.
- Expanding teachers’ repertoires; teaching beyond a knowledge-based curriculum
Assessment as learning: formative feedback that moves learners forward
- How to inspire and motivate learning through your marking without killing yourself in the process!
- High quality feedback
- Developing learning dialogue
Assessment as learning: Monitoring Metacognition & Self Regulation
- Teaching Cognitive strategies
- Metacognition – learning to learn
- Building Learning Power and behaviours
- Developing self confidence and self awareness