AFL

Assessment is for LearningSelf-Assessment Toolkit

First published 2006

© Learning and Teaching Scotland 2006

This publication may be reproduced in whole or in part for educational purposes by educational establishments in Scotland provided that no profit accrues at any stage.

ISBN-13: 978-184399-117-5

ISBN-10: 1-84399-117-9

i

Contents

Introduction 1

TheAifLProgramme 2

WhatisanAifLSchool? 3

TheAifLTriangle 3

AiflandQualityIndicators 4

AssessmentFORLearning 5

AssessmentASLearning 18

AssessmentOFLearning 28

FurtherInformation 38

1

Introduction

What is an AifL School?Adaptingprinciplestoone’sowncontext

The ideas in this toolkit represent a set of principles. They are widely endorsed in consultation with teachers and have been implemented in many schools involved in the Assessment is for Learning (AifL) programme.

However, the principles are only effective when schools consider how they can be adapted and given meaningful use in their day-to-day work in classrooms.

An AifL school is a place where everyone is learning. It is a place where assessment is part of learning and teaching without dominating them. In an AifL school:

• staff are skilled in using assessment to support learning and in planning next steps in consultation with pupils and their parents

• pupils and staff are fully involved in planning, reflecting on and evaluating their own learning• there are sound procedures in place for quality assuring assessment judgements, and for

using them as evidence to plan for improvement.

In an AifL school, therefore, learning and teaching need to be really well planned. By using formative assessment, reflective self-assessment and summative assessment – that is assessment FOR learning, assessment AS learning and assessment OF learning – as part of learning and teaching, schools can help pupils to achieve course aims and to develop their learning and thinking skills.

It is also very important for schools to make sure that, within the broad structure of the curriculum, the teaching and learning activities and assessment are entirely appropriate for the school’s and pupils’ needs.

Only staff involved in the day-to-day work and culture of a school are able to make the decisions to ensure that learners and learning are the clear focus of their work.

2

The AifL Programme Substantial progress within the AifL programme has been made through using action research principles at school level. Schools and staff have been developing their own approaches to formative assessment, personal learning planning and local moderation.

Adapting principles to one’s own context

AssessmentFORLearning(FormativeAssessment)

Assessment FOR Learning links everyday assessment practices with learning and teaching. It is the process of interaction that occurs between staff, the pupil and the parent as they all promote learning by:

• discussing what is to be learned• recognising when learning has taken place• providing useful and timely feedback that supports next steps in learning.

AssessmentASLearning(PersonalLearningPlanning)

Assessment AS Learning links the curriculum with learning and teaching. The benefits of personal learning planning come from its basis in formative assessment and involve:

• gathering and interpreting evidence to review current learning – its strengths and weaknesses• planning learning accordingly, knowing what is to be learned and what evidence will show

success• evaluating and deciding what should be done next• noting progress and next steps.

These processes – involving learners, staff, those at home and in the community – are essentially about learning how to learn.

AssessmentOFLearning(LocalModeration)

Assessment OF Learning links everyday assessment and the curriculum. This process goes beyond traditional summative assessment, which provides a ‘snapshot’ of progress at any particular time. Local moderation gives us the opportunity to talk about pupils’ learning and to agree about their progress and levels of attainment. By sharing standards within and across establishments, we can increase our confidence to exercise our professional judgement on levels of attainment. Thus evidence from everyday activities can be used to report on progress.

3

Th

e A

ifL

Tri

ang

leW

hat

is a

n A

ifL

Sch

oo

l?A

Pla

ce W

here

Eve

ryon

e is

Lea

rnin

g To

geth

er

Cu

rric

ulu

mL

earn

ing

an

d T

each

ing

Ass

essm

ent

AS

SE

SS

ME

NT

AS

LE

AR

NIN

G

ASSESSMENT OF LEARNING

ASSESSMENT FOR LEARNING

Our

pup

ils a

nd

staf

f ide

ntify

and

re

flect

on

thei

r ow

n ev

iden

ce o

f lea

rnin

g

Our

pup

ils a

nd s

taff

help

to s

et th

eir

own

lear

ning

goa

lsO

ur p

upils

and

sta

ff pr

actis

e se

lf an

dpe

er a

sses

smen

t

Sta

ff us

e a

rang

e of

evi

denc

e fro

m

day-

to-d

ay a

ctiv

ities

to c

heck

on

pupi

ls’ p

rogr

ess

Sta

ff ta

lk a

nd w

ork

toge

ther

to s

hare

stan

dard

s in

and

acr

oss

scho

ols

Sta

ff us

e as

sess

men

t inf

orm

atio

n to

mon

itor

thei

r es

tabl

ishm

ent’s

pr

ovis

ion

and

prog

ress

, and

to p

lan

for

impr

ovem

ent

Our

pup

ils, s

taff

and

pare

nts

are

clea

r ab

out w

hat i

s to

be

lear

ned

and

wha

t su

cces

s w

ould

be

like

Our

pup

ils a

nd s

taff

are

fully

invo

lved

in

dec

idin

g ne

xt s

teps

in th

eir

lear

ning

an

d id

entif

ying

who

can

hel

p

Our

cla

ssro

om a

sses

smen

t inv

olve

s hi

gh

qual

ity in

tera

ctio

ns, b

ased

on

thou

ghtfu

l qu

estio

ns, c

aref

ul li

sten

ing

and

refle

ctiv

e re

spon

ses

Our

pup

ils a

nd s

taff

are

give

ntim

ely

feed

back

abo

ut th

e qu

ality

of t

heir

wor

k an

d ho

w to

mak

e it

bette

r

4

What is an AifL School?A Place Where Everyone is Learning Together AifLandQualityIndicators

Our approaches to assessment can be evaluated by using relevant quality indicators from How good is our school? (HGiOS), which has been used in schools for a long time. We can carry out an audit of good practice within the three strands of the Assessment is for Learning programme usingthese indicators.

This document is intended to help you to make the links with HGiOS and it is hoped that you find the ideas in this guidance pack useful. It takes the 10 key statements of the AifL triangle and converts them into 10 key questions for staff to consider.

The document has been divided into four sections. The first three sections are:

• Assessment FOR Learning• Assessment AS Learning• Assessment OF Learning

Within each of these sections:

• the appropriate key questions are listed and considered individually• these questions are then linked to quality indicators and themes• there are examples of interesting practice in the classroom using extracts from the AifL case

study database found on the AifL website at www.LTScotland.org.uk/assess• each key question has accompanying audit sheets to allow staff in schools to identify areas of

strength and areas for development.

The fourth section of the document includes the bibliography, indicates materials for possible CPD use, itemises selected journal articles and papers, and lists useful websites.

5

Assessment FOR Learning

Keyquestions

To what extent does our classroom assessment involve high quality interactions, based on thoughtful questions, careful listening and reflective responses?

To what extent are our pupils, staff and parents clear about what is to be learned and what success would be like?

To what extent are our pupils and staff given timely feedback about the quality of their work and how to make it better?

To what extent are our pupils and staff fully involved in deciding next steps in their learning and identifying who can help?

Assessment FOR LearningTowhatextentdoesourclassroomassessmentinvolvehighqualityinteractions,basedonthoughtfulquestions,carefullisteningandreflectiveresponses?

6

Thingstothinkabout

• Our questioning is skilled and pupils’ responses are listened to and used effectively.• Our questions identify what pupils understand, partly understand and do not understand.• Our questioning is used to encourage thinking, for example by using wait time and producing dialogue.

Questionstoask

• To what extent do we use questions to stimulate thinking and learning?• To what extent do we use pupils’ responses effectively: – to identify what pupils understand? – to plan for future learning and teaching?

QualityIndicator Theme

3.2 Theteachingprocess teacher-pupilinteraction

clarityandpurposefulnessofquestioning

7

Voices

Primarycasestudy: LangcraigsPrimarySchool,Renfrewshire Science, P4, P6

Questioning: higher order questions were used to stimulate discussion. The … open questions allowed initial thoughts to be expressed. The children’s confident and open explanations of their own ideas soon became the main factor with discussions.

Both teachers feel that they are now confident to lead lessons [by using] key questions and [through] using children’s responses to develop teaching points. If the children are stimulated by questions … the learning is far more meaningful. Paired discussion gives them confidence, [shown] by the improved quality, complexity and range of both written and oral responses. The pupils are more active in their own learning. The less able contribute willingly. During [periods of] discussion children are completely absorbed and on task. Children were motivated to learn, [which] was particularly noticeable in Primary 6.

Other relevant primary case studies available on the website:

PitcoudiePrimarySchool,Fife, Cross-curricular, P7LongniddryPrimarySchool,EastLothian,Mathematics, P7

Secondarycasestudy: BannockburnHighSchool,Stirling Mathematics, S2

Both wait time and questioning techniques were used to encourage pupils to think. Planning for this took time and required a great deal of forethought: how could I incorporate open questioning techniques in this lesson? Using open-ended questions in [every] lesson is not always possible, appropriate or necessary. My advice is to target the lessons where open-question techniques are going to be used. Ask yourself: what and how do I want the pupils to learn?

I have [found that] questioning gives class members the opportunity to support the learning process by providing help to their peers with answers given in their own words. Pupils’ wrong answers were becoming more interesting … because they provided a strong source of immediate feedback. It was therefore important to listen carefully to pupils’ responses, since it was giving me feedback about where they were in their learning. It also had the potential to lead the class somewhere constructive.

I am more convinced now that formative assessment makes absolute sense and that continual short, regular summative assessments have a negative effect on pupil learning and performance. I believe that formative assessment promotes confidence and understanding and gives the teacher the opportunity to know a pupil’s learning needs.

Other relevant secondary case studies available on the website:

GalashielsAcademy,ScottishBorders, History S1, S2PrestwickAcademy,SouthAyrshire,English, Science, S1/S2, S3/S4

8

Tow

hat

ext

ent

do

eso

urc

lass

roo

ma

sses

smen

tin

volv

eh

igh

qua

lity

inte

ract

ions

,bas

edo

nth

oug

htf

ulq

uest

ions

,car

eful

lis

teni

nga

ndr

efle

ctiv

ere

spo

nses

?

Q

ualit

yIn

dic

ato

rTh

eme

3.2

The

teac

hin

gp

roce

sste

ach

er-p

upil

inte

ract

ion

clar

itya

ndp

urp

ose

fuln

ess

of

que

stio

ning

Q

uest

ions

to

be

aske

d

Evi

den

ceo

fg

oo

dp

ract

ice

Are

ast

ob

ed

evel

op

ed

Tow

hat

ext

ent

do

we

use

que

stio

nst

o

stim

ulat

eth

inki

nga

ndle

arni

ng?

Tow

hat

ext

ent

do

we

use

pup

ils’r

esp

ons

es

effe

ctiv

ely:

toid

entif

yw

hat

pup

ilsu

nder

stan

d?

top

lan

for

futu

rele

arni

nga

ndt

each

ing

?

Cla

ss

Teac

her

Sta

ge

Cu

rric

ula

rar

ea

9

Assessment FOR LearningTowhatextentareourpupils,staffandparentsclearaboutwhatistobelearnedandwhatsuccesswouldbelike?

Thingstothinkabout

• We indicate clearly what pupils are expected to learn and how they will know if they are successful, for example: – we specify learning intentions and success criteria as part of our plan – we plan a process of helping pupils to identify success criteria through modelling and discussion.

• We plan activities in a way which makes effective use of dialogue about learning, for example opportunities are included to share and describe successful examples of work.

Questionstoask

• To what extent do our teaching plans indicate what pupils are expected to learn and how they will know if they are successful?

• To what extent do we share learning intentions and success criteria using clear language and display them in a way that helps pupils to stay focused on their learning as they work?

• To what extent do we encourage parents to support their child’s learning by sharing learning intentions and success criteria with them?


3.1 Teachers’planning

3.2 Theteachingprocess

5.4 Partnershipwithparents,theSchoolBoardandthecommunity

planningofprogrammesandday-to-dayactivities

teacher-pupilinteraction

encouragementtoparentstobeinvolvedintheirchild’slearningandthelifeoftheschool

Voices

Primarycasestudy: AnnetteStreetPrimarySchool,GlasgowCity Mathematics, P1

Staff have seen the positive effect that sharing of targets has had on the Primary 1 pupils. The weekly targets are written on a large whiteboard and are referred to by the teacher at the beginning of each lesson and at the end of the week.

The two topics covered within the period of the project were 3D shapes and the numbers from 1 to 10. When working on 3D shapes, it was very simple to set class targets, as all of the children were working at the same pace and level. However, when it came to working with numbers this had to be tackled slightly differently. When it came to setting targets for each group, they were all given their own group targets, but the overall learning outcome remained the same for all groups.

We have also agreed that the teachers will meet parents to share … targets with them … at the beginning of the session. The school board has agreed to assist us in encouraging parents to attend these meetings.


CarmuirsPrimarySchool,Falkirk,Cross-curricular, P1CrombiePrimarySchool,Aberdeenshire,Writing, P7

Secondarycasestudy: JohnOgilvieHighSchool,SouthLanarkshire History, S1

The criteria … used involved assigning marks for [six areas of a pupil’s report]. Our first task therefore was to clarify exactly what we were already doing in … this initiative and to devise a … method of assessing performance without using marks.

We each agreed to review [two] 5–14 strands … devising suitable stems … for … peer/group assessment of extended pupil reports. We … put our statements to the S1 classes with a view to clarifying and simplifying if necessary. We also felt that this would allow classes to become familiar … with the criteria on which presentations, and therefore extended writing, would be judged.

Two S6 pupils helped the [pupils] with review and, if necessary, simplification; [they] were also asked to reinforce the main criteria for judging extended presentations. By the end of the period, many of the S1 suggestions to simplify the statements had been adopted, and all of the class could state the five main criteria of extended writing/presentations on which subsequent work would be judged.


KilmarnockAcademy,EastAyrshire,English, S3LibertonHighSchool,EdinburghCity,Sharing Criteria, English Language, Writing, S1

10

11

Tow

hat

ext

ent

are

our

pup

ils,s

taff

and

par

ents

cle

ara

bo

utw

hat

ist

ob

ele

arne

da

ndw

hat

suc

cess

wo

uld

be

like?

Q

ualit

yIn

dic

ato

rTh

eme

3.1

Teac

her

s’p

lann

ing

3.2

The

teac

hin

gp

roce

ss

5.4

Par

tner

ship

with

par

ents

,th

eS

cho

ol

Bo

ard

and

th

eco

mm

unity

plan

ning

ofp

rogr

amm

esa

ndd

ay-t

o-da

yac

tiviti

es

teac

her-

pupi

lint

erac

tion

enco

urag

emen

tto

par

ents

to

be

invo

lved

in

thei

rch

ild’s

lear

ning

and

th

elif

eo

fth

esc

ho

ol

Q

uest

ions

to

be

aske

d

Evi

den

ceo

fg

oo

dp

ract

ice

Are

ast

ob

ed

evel

op

ed

Tow

hat

ext

ent

do

our

tea

chin

gp

lans

ind

icat

ew

hat

pup

ilsa

ree

xpec

ted

to

lear

nan

dh

ow

th

eyw

illk

now

ift

hey

are

suc

cess

ful?

Tow

hat

ext

ent

do

we

shar

eth

ele

arni

ng

inte

ntio

nsa

nds

ucce

ssc

rite

ria

usin

gc

lear

la

ngua

ge

and

dis

pla

yth

emin

aw

ayt

hat

h

elp

sp

upils

to

sta

yfo

cuse

do

nth

eir

lear

ning

as

th

eyw

ork

?

Tow

hat

ext

ent

do

we

enco

urag

ep

aren

ts

tos

upp

ort

th

eir

child

’sle

arni

ngb

ysh

arin

g

lear

ning

inte

ntio

nsa

nds

ucce

ssc

rite

ria

with

th

em?

Cla

ss

Teac

her

Sta

ge

Cu

rric

ula

rar

ea

12

Assessment FOR LearningTowhatextentareourpupilsandstaffgiventimelyfeedbackaboutthequalityoftheirworkandhowtomakeitbetter?

Thingstothinkabout

• We ensure that any feedback we provide is positive and encouraging but that it always points towards a specific action for improvement.

• Pupils take responsibility for, and are active in, their own learning. Pupils recognise they are responsible for acting on feedback given. We have strategies in place to give clear feedback to help pupils understand what they need to do to improve.

• The pace of learning enables pupils to make good progress. Every pupil can make progress from where they are, based on assessment and feedback of their last piece of work/activity.

Questionstoask

• To what extent do we know about our pupils’ progress, including their successes and difficulties?• To what extent does our feedback give pupils a very clear sense of what they need to do to improve?• To what extent do we identify our pupils’ learning needs in a systematic way?• To what extent do we give pupils information about their progress in a way which values

individual achievement and identifies next steps in learning?


3.3 Pupils’learningexperiences

3.4 Meetingpupils’needs

3.5 Assessmentaspartofteaching

personalresponsibilitiesforlearning,independentthinkingandactiveinvolvementinlearning

identificationoflearningneeds

judgementsmadeinthecourseofteachinguseofassessmentinformation

13

Voices

Primarycasestudy: SunnysidePrimarySchool,Clackmannanshire English Language, Writing, P2

After three to four weeks, the oral feedback was proving so successful [with one half of the class] that I decided it would be fairer if I worked with one half for two weeks, and then swapped over. I had time to conference with one half of the class and advise them, in very simple terms, about how to make improvements in their writing the following week. In the second session they were reminded of their writing targets for the lesson. After the writing was complete it was a simple task to speak with the same pupils to see if they had met their targets. Obviously they were expected to continue to meet these simple targets for the next two weeks until it was their turn to receive feedback again. We would then build on their knowledge and try to take another step towards improvement in their own story writing. Children became enthusiastic about this and it proved a great success – evidence being provided by improvements in children’s writing.


LawthornPrimarySchool,NorthAyrshire,French, P6HamnavoePrimarySchool,ShetlandIslands,Mathematics, P4/5, P6/7StCatherine’sPrimarySchool,Glasgow,Cross-curricular, P1

Secondarycasestudy: InverkeithingHighSchool,Fife Chemistry, S3

Pupils peer assessed homework [using the issued marking scheme]. This gave a good opportunity to deal with misconceptions. Pupils had support to do this and [they] provided feedback to their peers for comment. The opportunity to give teacher feedback was also taken, as shown below:

Pupil comment (homework): Questions 1 and 2 were good but the rest I didn’t quite understand.

Teacher comment: Go back to the learning outcomes. You should [use] prior learning and outcomes 1–6. Use the textbook to [revise] anything missing. Write down what you’ve done here.

Pupil comment: I got full marks in the quick quiz.

The responses from the pupil questionnaire showed that … the most popular kinds of feedback were teacher correction and comments and oral feedback. The following recommendations [are envisaged]: develop more material which provides a feedback loop for improvement and schedule more detailed oral feedback [time] to pupils.


DumfriesHighSchool,DumfriesandGalloway,English, S1Webster’sHighSchool,Angus,Mathematics, S1, S4AuchinleckAcademy,EastAyrshire,Computing, S3TainRoyalAcademy,Highland,Chemistry, S3

14

Tow

hat

ext

ent

are

our

pup

ilsa

nds

taff

giv

ent

imel

yfe

edb

ack

abo

utt

he

qua

lity

of

thei

rw

ork

and

ho

wt

om

ake

itb

ette

r?

Q

ualit

yIn

dic

ato

rTh

eme

3.3

Pup

ils’l

earn

ing

exp

erie

nces

3.4

Mee

ting

pup

ils’n

eed

s

3.5

Ass

essm

ent

asp

art

of

teac

hin

g

pers

onal

res

pons

ibili

ties

for

lear

ning

,in

depe

nden

tthi

nkin

gan

dac

tive

invo

lvem

enti

nle

arni

ng

iden

tific

atio

nof

lear

ning

nee

ds

jud

gem

ents

mad

ein

th

eco

urse

of

teac

hin

gus

eo

fas

sess

men

tin

form

atio

n

Q

uest

ions

to

be

aske

d

Evi

den

ceo

fg

oo

dp

ract

ice

Are

ast

ob

ed

evel

op

ed

Tow

hat

ext

ent

do

we

kno

wa

bo

uto

urp

upils

’p

rog

ress

,inc

lud

ing

th

eir

succ

esse

san

dd

iffic

ultie

s?

Tow

hat

ext

ent

do

eso

urf

eed

bac

kg

ive

pup

ils

ave

ryc

lear

sen

seo

fw

hat

th

eyn

eed

to

do

toim

pro

ve?

Tow

hat

ext

ent

do

we

iden

tify

our

pup

ils’

lear

ning

nee

ds

ina

sys

tem

atic

way

?

Tow

hat

ext

ent

do

we

giv

ep

upils

info

rmat

ion

abo

utt

hei

rp

rog

ress

ina

way

wh

ich

val

ues

ind

ivid

uala

chie

vem

ent

and

iden

tifie

sne

xt

step

sin

lear

ning

?

Cla

ss

Teac

her

Sta

ge

Cu

rric

ula

rar

ea

15

Assessment FOR LearningTowhatextentareourpupilsandstafffullyinvolvedindecidingnextstepsintheirlearningandidentifyingwhocanhelp?

Thingstothinkabout

• Our pupils have opportunities to develop the skills and dispositions they need to become more effective in evaluating and directing their own learning.

• Our pupils participate in a dialogue about their learning, for example they are involved in self and peer assessment, identifying strengths and identifying next steps in their learning and discussing their progress across the curriculum.

Questionstoask

• To what extent do our pupils have opportunities to develop the skills they need to become more effective in evaluating and directing their own learning?

• To what extent do our staff support pupils in setting their own learning goals?• To what extent do our pupils have opportunities to participate in a dialogue about their learning

that allows them to identify their next steps?


3.3 Pupils’learningexperiences

3.4 Meetingpupils’needs


personalresponsibilitiesforlearning,independentthinkingandactiveinvolvementinlearning

choiceoftasks,activitiesandresources

useofassessmentinformation

16

Voices

Primarycasestudy: StLucy’sPrimarySchool,NorthLanarkshire Problem Solving, P2, P6

A workshop for parents showed that they were enthusiastic and interested; one parent said that her son had the comment ‘handwriting’ consistently in his jotter from P1 through to P6. But it was only after his P6 teacher suggested that he lean more heavily with his pencil that they were delighted with the improvements made. I helped children to work as a trio and assess each other, and this meant that they had to be given some ground rules. However, I had to help them to realise that discussion was good and important if they had to work together. To help pupils to become involved in discussions, I created a climate of mutual trust.


RichmondParkSchool,GlasgowCity,Environmental Studies, Special PrimaryHazleheadPrimarySchool,Aberdeen,Physical Education, P3

Secondarycasestudy: BackSchool,WesternIsles English, S1/S2. Mathematics and Geography S1/S2 were also involved.

Like many who first encounter formative assessment, my reaction was that I was already applying these techniques. However, I now realise that it is not about individual teaching methods but about how a wide range of techniques interlink to create better classroom teaching and better classroom learning. I have used traffic lighting in lessons to raise pupil awareness of their own strengths and weaknesses and to measure progress.

Pupil’s comment: It’s better to put the red rather than green … you … get the help that you need.

Pupils work in groups of the same colour, discuss each other’s work and share ideas. Sometimes it is beneficial to ‘mix colours’, while one-to-one feedback has the effect of helping pupils to overcome difficulties. Self-marking had the benefit of acting as a forum for reinforcement as well as giving a framework on how to present answers.


ForresAcademy,Moray,Mathematics, S1, S5KelsoHighSchool,ScottishBorders,French, S2

17

Tow

hat

ext

ent

are

our

pup

ilsa

nds

taff

ful

lyin

volv

edin

dec

idin

gn

ext

step

sin

th

eir

lear

ning

and

iden

tifyi

ngw

ho

can

hel

p?

Q

ualit

yIn

dic

ato

rTh

eme

3.3

Pup

ils’l

earn

ing

exp

erie

nces

3.4

Mee

ting

pup

ils’n

eed

s

3.5

Ass

essm

ent

asp

art

of

teac

hin

g

pers

onal

res

pons

ibili

ties

for

lear

ning

,in

depe

nden

tthi

nkin

gan

dac

tive

invo

lvem

enti

nle

arni

ng

cho

ice

of

task

s,a

ctiv

ities

and

res

our

ces

use

of

asse

ssm

ent

info

rmat

ion

Q

uest

ions

to

be

aske

d

Evi

den

ceo

fg

oo

dp

ract

ice

Are

ast

ob

ed

evel

op

ed

Tow

hat

ext

ent

do

our

pup

ilsh

ave

op

po

rtun

ities

to

dev

elo

pt

he

skill

sth

eyn

eed

to

bec

om

em

ore

eff

ectiv

ein

eva

luat

ing

and

d

irec

ting

th

eir

ow

nle

arni

ng?

Tow

hat

ext

ent

do

eso

urs

taff

sup

po

rtp

upils

in

set

ting

th

eir

ow

nle

arni

ngg

oal

s?

Tow

hat

ext

ent

do

our

pup

ilsh

ave

op

po

rtun

ities

to

par

ticip

ate

ina

dia

log

ue

abo

utt

hei

rle

arni

ngt

hat

allo

ws

them

to

id

entif

yth

eir

next

ste

ps?

Cla

ss

Teac

her

Sta

ge

Cu

rric

ula

rar

ea

18

Assessment AS Learning

Keyquestions

To what extent do our pupils and staff practise self and peer assessment?

To what extent do our pupils and staff help to set their own learning goals?

To what extent do our pupils and staff identify and reflect on their own evidence of learning?

19

Assessment AS LearningTowhatextentdoourpupilsandstaffpractiseselfandpeerassessment?

Thingstothinkabout

• We engage in dialogue with pupils about their progress and in identifying next steps for learning.• We incorporate strategies in day-to-day activities to promote self and peer assessment, for example

through the use of learning logs, diaries, concept maps, traffic lighting, response partners, ‘two stars and a wish’, rubrics.

Questionstoask

• To what extent do day-to-day activities incorporate strategies to promote self and peer assessment? • To what extent do we use self and peer assessment to provide feedback to inform improvement?• To what extent do we negotiate realistic learning targets with pupils?• To what extent do our pupils self-assess their abilities and interests as preparation for choice at

key stages?• To what extent does staff self-evaluation generate reliable evidence which can be used to

identify priority areas for action?



4.3 Curricularandvocationalguidance

4.4 Monitoringprogressandachievement

7.2 Self-evaluation


preparationforchoiceineducation,trainingoremployment

themonitoringprocess

processofself-evaluation

20

Voices

Primarycasestudy: DounbyCommunitySchool,Orkney Drama and Art, P6

We planned to use a video camera to help pupils assess their own individual work and also group work through peer and self assessment discussions. The pupils were extremely enthusiastic from the outset. We felt that giving the opportunity to discuss their work was always going to be a motivating factor, but it was also something that they had to learn and practise. As a result of both our own and the children’s interpretation of the video evidence, the children became more effective workers. Some were perceptively self-critical and showed an ability to learn from each other while some of the video clips showed how effectively the pupils could assess their own learning. Indeed a group which achieved little in one session were invited to discuss what had gone wrong by viewing video footage. They undertook the task in a very mature way and came to conclusions which helped in their future work sessions. We have come to the conclusion that the use of video evidence is a valuable tool in self and peer assessment and in reflective practice.


StCatherine’sPrimarySchool,Glasgow,Mathematics, P1AlfordPrimarySchool,Aberdeenshire,Information and Communications Technology, P1–P6

Secondarycasestudy: BannockburnHighSchool,Stirling English, S3

A colleague picked up on a comment in one pupil’s jotter where I had written: ‘This is not really a short story.’ He felt it was negative and did not really help the pupil find out what he needed to do to improve the piece.

A discussion ensued … it was unrealistic to write lengthy comments for 27 pieces of work, nor was it possible, because of time constraints, to sit down with each pupil in turn and discuss their stories. A possible solution … was to give the pupils the skills they needed to assess each other’s work; … they could make corrections and comments, and discuss their work with each other. Pupils, … when assessing a partner’s work, have the required skills and the content of the task reinforced in their own minds; … the pupils would receive meaningful comments and would have the time to discuss how to improve their work.

When the pupils wrote an essay about [a] poem, the peer-assessment exercise worked really well. The pupils took it very seriously. Their comments were perceptive, positive and very useful. It has been one of the most liberating experiences of my teaching career to realise that the mechanical process of grading work can be counterproductive and that directed peer assessment is a much more helpful approach.


GreenockAcademy,Inverclyde,English, S3–S5StMichael’sAcademy,NorthAyrshire,Art and Design, Technology, S1

21

Tow

hat

ext

ent

do

our

pup

ilsa

nds

taff

pra

ctis

ese

lfan

dp

eer

asse

ssm

ent?

Q

ualit

yIn

dic

ato

rTh

eme

3.5

Ass

essm

ent

asp

art

of

teac

hin

g

4.3

Cur

ricu

lar

and

vo

catio

nalg

uid

ance

4.4

Mo

nito

ring

pro

gre

ssa

nda

chie

vem

ent

7.2

Sel

f-ev

alua

tion

use

ofa

sses

smen

tinf

orm

atio

n

pre

par

atio

nfo

rch

oic

ein

ed

ucat

ion,

tra

inin

go

rem

plo

ymen

t

the

mo

nito

ring

pro

cess

pro

cess

of

self-

eval

uatio

n

Q

uest

ions

to

be

aske

d

Evi

den

ceo

fg

oo

dp

ract

ice

Are

ast

ob

ed

evel

op

ed

Tow

hat

ext

ent

do

day

-to

-day

act

iviti

es

inco

rpo

rate

str

ateg

ies

top

rom

ote

sel

fan

d

pee

ras

sess

men

t?

Tow

hat

ext

ent

do

we

use

self

and

pee

ras

sess

men

tto

pro

vid

efe

edb

ack

toin

form

im

pro

vem

ent?

Tow

hat

ext

ent

do

we

neg

otia

ter

ealis

tic

lear

ning

tar

get

sw

ithp

upils

?

Tow

hat

ext

ent

do

our

pup

ilss

elf-

asse

ss

thei

rab

ilitie

san

din

tere

sts

asp

rep

arat

ion

for

cho

ice

atk

eys

tag

es?

Tow

hat

ext

ent

do

ess

taff

sel

f-ev

alua

tion

gen

erat

ere

liab

lee

vid

ence

wh

ich

can

be

used

to

iden

tify

pri

ori

tya

reas

fo

rac

tion?

Cla

ss

Teac

her

Sta

ge

Cu

rric

ula

rar

ea

Assessment AS LearningTowhatextentdoourpupilsandstaffhelptosettheirownlearninggoals?

Thingstothinkabout

• We provide opportunities to help pupils develop the habit of thinking about their own learning.• Our pupils contribute to identifying next steps and learning goals through dialogue based on feedback

and evidence of learning.• We encourage pupils to plan and record next steps in learning through the personal learning planning

process, for example future goals are agreed with pupils and recorded in appropriate ways, for example in diaries, learning logs, comment record, progress file, etc.

Questionstoask

• To what extent do we provide opportunities for our pupils to reflect on their own learning?• To what extent do we help pupils to think about and identify their learning needs?• To what extent do we help our pupils to set next steps or learning goals through a dialogue

based on feedback and evidence of learning?


3.4 Meetingpupils’needs choiceoftasks,activitiesandresources

22

Voices

Primarycasestudy: DunbarPrimarySchool,EastLothian All curricular areas, P4–P7

The initial attempt at setting targets was done as part of a PSD lesson where the class set targets. After much discussion by the whole class, then in groups or pairs, success criteria were set for that lesson. Later each pupil was asked to set another two personal targets in different curricular areas of their choice, with one target being home-based. All of these targets were taken home for parents to discuss and make suggestions. Once the targets were returned, the children had individual interviews where the final agreed targets were set and strategies for achieving them established. Four targets were set per term and pupils used an evaluation sheet to gauge their level of success in achieving their targets. Some pupils used their individualised educational programme (IEP) to set their targets while others put their targets into their IEP. At the end of the project pupils appreciated that they were being given the opportunity to participate in making decisions about some aspects of their education.


WestBarnsPrimarySchool,EastLothian,Cross-curricular, P5–P7PinwherryPrimarySchool,SouthAyrshire,Language, Mathematics, Health, PSD, P5–P7

Secondarycasestudy: StKentigern’sAcademy,WestLothian Science, Geography, S1

[The secondary and two associated primaries] … decided to model the personal learning planning process … on two cross-cutting skills, information handling, line graphs, and functional writing. It was agreed that the Geography department would focus on functional writing, instructions for direction, and the Science department would concentrate on graphical display and interpretation of information. Other departments … were kept informed of developments as their work could reinforce practice within the relevant key skills areas.

Planned learning outcomes were … then shared with the pupils. Pupils recorded their ‘starting points’ in purpose-designed booklets. This provided another opportunity for emphasising the cross-curricular nature of learning targets and the gathering of evidence. Where possible, one-to-one interviews were used, … helping pupils focus on their next steps.

Pupils were also provided with the opportunity for peer assessment in each of the subject areas. Subject-specific reports were written about each pupil. In a series of one-to-one meetings with their guidance teacher, the pupils participating in the trial assessed their progress and negotiated learning targets in all subject areas. Targets were based on their own and their teachers’ assessments of their strengths and development needs.


HazleheadAcademy,AberdeenCity,Mathematics and Language, S1, S2AlfordAcademy,Aberdeenshire,ICT, S1, S2

23

24

Tow

hat

ext

ent

do

our

pup

ilsa

nds

taff

hel

pt

os

ett

hei

ro

wn

lear

ning

go

als?

Q

ualit

yIn

dic

ato

rTh

eme

3.4

Mee

ting

pup

ils’n

eed

sch

oice

oft

asks

,act

iviti

esa

ndr

esou

rces

Q

uest

ions

to

be

aske

d

Evi

den

ceo

fg

oo

dp

ract

ice

Are

ast

ob

ed

evel

op

ed

Tow

hat

ext

ent

do

we

pro

vid

eo

pp

ort

uniti

es

for

our

pup

ilst

or

efle

cto

nth

eir

ow

nle

arni

ng?

Tow

hat

ext

ent

do

we

hel

pp

upils

to

th

ink

abo

uta

ndid

entif

yth

eir

lear

ning

nee

ds?

Tow

hat

ext

ent

do

we

hel

po

urp

upils

to

se

tne

xts

tep

so

rle

arni

ngg

oal

sth

roug

ha

d

ialo

gue

bas

edo

nfe

edb

ack

and

evi

den

ceo

fle

arni

ng?

Cla

ss

Teac

her

Sta

ge

Cu

rric

ula

rar

ea

25

Assessment AS LearningTowhatextentdoourpupilsandstaffidentifyandreflectontheirownevidenceoflearning?

Thingstothinkabout

• Both staff and pupils are involved in dialogue about their progress and their views on learning. • Both staff and pupils gather evidence of learning to support effective self and peer assessment.• Next steps for pupils’ and our school’s improvement are based on the effective collection and

consideration of evidence.

Questionstoask

• To what extent are our staff and pupils involved in dialogue about their progress and their views on learning?

• To what extent do we record progress and next steps in learning?• To what extent do we use evidence collected to evaluate the effectiveness of learning and

teaching and inform future provision?• To what extent do we use outcomes from our staff self-evaluation to improve the quality of

pupils’ experiences and standards of attainment?




7.2 Self-evaluation


profilesofpupils’progressanddevelopment

processofself-evaluation

26

Voices

Primarycasestudy: DreghornPrimarySchool,NorthAyrshire French, P7

We linked up with the local secondary school and they were able to provide support that proved invaluable in constructing a framework for planning. The children had to show evidence of learning, by saying numbers in French, count in sequence and read numbers. ‘Show me’ whiteboards were used and children kept diaries, which they used to write down what they were going to learn, what was achieved and work that needed to be revised/practised.


SunnysidePrimarySchool,Clackmannanshire,Mathematics, P3

Secondarycasestudy: BalwearieHighSchool,Fife Environmental Studies, S1–S6

Using materials from the Assessment is for Learning programme, the teaching staff undertook a baseline audit. We completed the audit relatively quickly … since staff were [already] using similar How good is our school? materials in departmental development planning. From this, areas of strength were identified and areas for improvement were highlighted. Two particular areas for improvement … worthy of particular attention … were:

• whether teachers interact with pupils at the appropriate level

• whether pupils are actively involved in learning.

It was clear that across our department the pupil experience was very different depending on the teaching staff involved and the ability of the young person. Many of the pupils … were happy to be passive learners and were uncomfortable with and not used to staff taking a less active role.

[Staff] discussions proved to be an important feature of the project: through shared discussion, the staff became really involved in thinking about the notion of ‘assessment is for learning’.


JohnOgilvieHighSchool,SouthLanarkshire,Geography, S3, S4StronsayJuniorHighSchool,Orkney,English, S3DumfriesHighSchool,DumfriesandGalloway,Science, S1

27

Tow

hat

ext

ent

do

our

pup

ilsa

nds

taff

iden

tify

and

ref

lect

on

thei

ro

wn

evid

ence

of

lear

ning

?

Q

ualit

yIn

dic

ato

rTh

eme

3.5

Ass

essm

ent

asp

art

of

teac

hin

g

4.4

Mo

nito

ring

pro

gre

ssa

nda

chie

vem

ent

7.2

Sel

f-ev

alua

tion

use

ofa

sses

smen

tinf

orm

atio

n

pro

files

of

pup

ils’p

rog

ress

and

dev

elo

pm

ent

pro

cess

of

self-

eval

uatio

n

Q

uest

ions

to

be

aske

d

Evi

den

ceo

fg

oo

dp

ract

ice

Are

ast

ob

ed

evel

op

ed

Tow

hat

ext

ent

are

our

sta

ffa

ndp

upils

in

volv

edin

dia

log

uea

bo

utt

hei

rp

rog

ress

and

th

eir

view

so

nle

arni

ng?

Tow

hat

ext

ent

do

we

reco

rdp

rog

ress

and

ne

xts

tep

sin

lear

ning

?

Tow

hat

ext

ent

do

we

use

evid

ence

co

llect

ed

toe

valu

ate

the

effe

ctiv

enes

so

fle

arni

nga

nd

teac

hin

ga

ndin

form

fut

ure

pro

visi

on?

Tow

hat

ext

ent

do

we

use

out

com

esf

rom

our

st

aff

self-

eval

uatio

nto

imp

rove

th

eq

ualit

yo

fp

upils

’exp

erie

nces

and

sta

ndar

ds

of

atta

inm

ent?

Cla

ss

Teac

her

Sta

ge

Cu

rric

ula

rar

ea

28

Assessment OF Learning

Keyquestions

To what extent do we use a range of evidence from day-to-day activities to check on pupils’ progress?

To what extent do we talk and work together to share standards in and across schools?

To what extent do we use assessment information to monitor our establishment’s provision and progress, and to plan for improvement?

29

Assessment OF LearningTowhatextentdoweusearangeofevidencefromday-to-dayactivitiestocheckonpupils’progress?

Thingstothinkabout

• We use assessment information from a range of day-to-day activities to evaluate teaching and monitor pupils’ progress through, for example, observations, dialogue, digital imaging and audio recording.

• Performance in terms of pupils’ attainment is based around our professional judgement. National Assessments are used to support our judgements, which are gained through dialogue, observation and local moderation of standards.

Questionstoask

• To what extent do we use a range of assessment approaches, both formal and informal, to monitor pupils’ progress and attainment?

• To what extent does our recording of evidence give a comprehensive and useful profile of pupils’ aptitudes, progress and attainment?

• To what extent do we use National Assessments to confirm professional judgements?




assessmentmethodsandarrangementsforrecording

profilesofpupils’progressanddevelopment

30

Voices

Primarycasestudy: StAnthony’sPrimarySchool,Renfrewshire Language and Communication, P2, P6

As part of the primary school there is a unit for primary-aged pupils with communication disorders. Pupil X, Primary 7, was observed in a number of group settings and observations were noted informally. Pupil X’s mother came in to discuss the child’s personal profile, which she was able to take home and complete as far as she could. The class teacher and therapists subsequently completed their relevant section. Pupil X also completed a self-assessment sheet where the pupil was able to give a very accurate picture of their skill levels and difficulties. As a result, it was decided to use self-assessment as a learning strategy with this child. Pupil Y, Primary 2, and the parents went through the same procedures. Consequently the pupil’s play skills were targeted for inclusion within their IEP and a peer mediator, a Primary 5 pupil, was used as a ‘trainer’ in a series of play situations. Our next steps are to revise our profiles, involve parents more in the profile completion, to better schedule activities and resources to support staff in gathering information and to have more regular formal meetings between parents and staff.


LochgellyWestPrimarySchool,Fife,Cross-curricular, Nursery and PrimaryMorebattlePrimarySchool,ScottishBorders,French, P6, P7

Secondarycasestudy: AberdeenGrammarSchool,AberdeenCity Science, S1/S2

One strategy we found which improved the collecting of evidence in an open-ended investigation was the use of sticky notelets. These were used to gauge pupil participation in the discussion phase of the investigation and retained as part of the individual pupil record. Also used was a mini tape recorder to record pupil discussions during the planning stage. A digital stills and a digital video camera [were used in] the collection of evidence as the investigation proceeded. Valuable photographic evidence of changes that pupils made to their original models showed how pupils were able to identify variables as they proceeded through the investigation. Finally, the pupils wrote a report of what they had done, generating evidence of reporting, measuring, recording and evaluation skills. [Other] evidence was gathered through conversations with pupils.Pupil comments: I think we should do more experiments like this. There wasn’t as much writing. Doing this has made me think more about science.


PerthHighSchool,PerthandKinross,English, S4, S5HawickHighSchool,ScottishBorders,Cross-curricular, S1, S2

31

Tow

hat

ext

ent

do

we

use

ara

nge

of

evid

ence

fro

md

ay-t

o-d

aya

ctiv

ities

to

ch

eck

on

pup

ils’p

rog

ress

?

Q

ualit

yIn

dic

ato

rTh

eme

3.5

Ass

essm

ent

asp

art

of

teac

hin

g

4.4

Mo

nito

ring

pro

gre

ssa

nda

chie

vem

ent

asse

ssm

entm

etho

dsa

nda

rran

gem

ents

for

reco

rdin

g

pro

files

of

pup

ilsp

rog

ress

and

dev

elo

pm

ent

Q

uest

ions

to

be

aske

d

Evi

den

ceo

fg

oo

dp

ract

ice

Are

ast

ob

ed

evel

op

ed

Tow

hat

ext

ent

do

we

use

ara

nge

of

asse

ssm

ent

app

roac

hes

,bo

thf

orm

ala

nd

info

rmal

,to

mo

nito

rp

upils

’pro

gre

ssan

da

ttai

nmen

t?

Tow

hat

ext

ent

do

eso

urr

eco

rdin

go

fev

iden

ceg

ive

aco

mp

reh

ensi

vea

ndu

sefu

lp

rofil

eo

fp

upils

’ap

titud

es,p

rog

ress

and

att

ainm

ent?

Tow

hat

ext

ent

do

we

use

Nat

iona

lA

sses

smen

tst

oc

onf

irm

pro

fess

iona

lju

dg

emen

ts?

Cla

ss

Teac

her

Sta

ge

Cu

rric

ula

rar

ea

Assessment OF LearningTowhatextentdowetalkandworktogethertosharestandardsinandacrossschools?

Thingstothinkabout

• We are fully involved in reflective self-evaluation through staff development activities that promote shared understanding of standards, for example:

– staff meetings are used effectively to focus on improving learning – associated schools groups (ASGs) work together to share standards – assessment practices are reviewed and evaluated in terms of their impact on both learning and teaching

Questionstoask

• To what extent do we have arrangements in place to moderate our judgements?• To what extent do we have arrangements in place for communicating attainment evidence

between staff?• To what extent do we have arrangements in place to discuss judgements made about evidence

of attainment?




judgementsmadeinthecourseofteaching

arrangementsforusingacquiredinformation

32

33

Voices

Primarycasestudy: ArranHighSchoolcluster,NorthAyrshire Expressive Arts, P6, P7 (also S2 case study below)

It became evident … , through the work being done (see secondary case study below), that the core skill analytic drawing might also be presented as a folio of work. By giving grade-related criteria and examples for pupils in P6 and P7 at different levels, this would provide definitive criteria to apply to individual pupil pieces. I was lucky enough to be able to include work at levels B through to E in relation to P6 work and also P7 work (as well as for S1 and S2). At each level strand 1, investigating visually and recording, focused on how well the still life had been observed; strand 2, using media, concerned itself with how well the pupil had demonstrated the use of a 2B pencil through rendering; and strand 3, using visual elements, concentrated on how well the pupil handled line and tone or shading.


CornhillPrimarySchool,AberdeenCity,Science, P2DensRoadPrimarySchool,DundeeCity,Writing, P6, P7

Secondarycasestudy: ArranHighSchool,NorthAyrshire Expressive Arts, S1, S2

Examples of pupils’ work were collated and assessed in three strands of the 5–14 guidelines: using media, using visual elements and creating and designing. Examples of work from levels C, D and E from each project in S1 and S2 were used. At departmental meetings pupil work was moderated and set into three categories: working towards the common standard, working at the common standard and working beyond the common standard. The close work and collaboration of my colleague was invaluable. We both learned a lot about what we think of as ‘good practice’ and working both together and independently, we came up with sometimes similar but sometimes different solutions that were both equally valid. The pupil assessment form I found especially useful and intend to use this aspect of feedback more formally. The pupils were asked to reflect on and evaluate their completed work, commenting on areas of strength and possible areas for improvement.


SanquharAcademy,DumfriesandGalloway,Technical, S1, S2TheGordonSchools,Aberdeenshire, French, P6, S2JohnOgilvieHighSchool,SouthLanarkshire,History, S1

34

Tow

hat

ext

ent

do

we

talk

and

wo

rkt

og

eth

ert

os

har

est

and

ard

sin

and

acr

oss

sch

oo

ls?

Q

ualit

yIn

dic

ato

rTh

eme

3.5

Ass

essm

ent

asp

art

of

teac

hin

g

4.4

Mo

nito

ring

pro

gre

ssa

nda

chie

vem

ent

jud

gem

ents

mad

ein

th

eco

urse

of

teac

hin

g

arra

ngem

ents

fo

rus

ing

acq

uire

din

form

atio

n

Q

uest

ions

to

be

aske

d

Evi

den

ceo

fg

oo

dp

ract

ice

Are

ast

ob

ed

evel

op

ed

Tow

hat

ext

ent

do

we

hav

ear

rang

emen

tsin

p

lace

to

mo

der

ate

our

jud

gem

ents

?

Tow

hat

ext

ent

do

we

hav

ear

rang

emen

tsin

p

lace

fo

rco

mm

unic

atin

ga

ttai

nmen

tev

iden

ce

bet

wee

nst

aff?

Tow

hat

ext

ent

do

we

hav

ear

rang

emen

tsin

p

lace

to

dis

cuss

jud

gem

ents

mad

eab

out

ev

iden

ceo

fat

tain

men

t?

Cla

ss

Teac

her

Sta

ge

Cu

rric

ula

rar

ea

35

Assessment OF LearningTowhatextentdoweuseassessmentinformationtomonitorourestablishment’sprovisionandprogress,andtoplanforimprovement?

Thingstothinkabout

• We track progress using both formative and summative approaches.• We use assessment information from other sources to plan for improvement, for example the Scottish

Survey of Achievement (SSA) information, international studies, HMIE school inspection reports.• We seek pupils’ views on how assessment helps learning and use information gathered to improve

teaching and learning.

Questionstoask

• To what extent do we make use of assessment information to evaluate the effectiveness of learning and teaching and to plan for improvement?

• To what extent do we communicate information about pupils’ achievements to staff and parents?• To what extent do we use self-evaluation, which identifies strengths and areas for improvement,

to provide accurate evidence of our performance?




7.2 Self-evaluation


themonitoringprocess

reportingonstandardsandquality

36

Voices

Primarycasestudy: HazleheadPrimary,Aberdeen Physical Education, P3

The working group met to develop observation checklists and activity assessment records. The former were used to link together our forward plans, which already contained appropriate 5–14 attainment targets. They were designed for staff use in team teaching sessions and were designed to provide a structure and focus for ongoing formative assessment by providing the criteria for success, for example for use in any PE lesson but especially for use by a non-specialist. These checklists were also used as an ongoing record to allow for pupil tracking. The information collected was directly incorporated into the school’s current planning, assessment and record-keeping procedures. The activity assessment records were designed to allow children to participate in peer assessment. The use of a digital video camera proved a huge success, providing evidence on how to improve through discussion. It also proved very successful in other curricular areas such as listening, talk, art and design and writing.

Another relevant primary case study available on the website:

StNinian’sPrimarySchool,Stirling,Writing, P1–P7

Secondarycasestudy: SanquharAcademy,DumfriesandGalloway Cross-curricular, S1, S2

The school senior management team had already undertaken an audit of learning and teaching across the whole school. This showed that some departments were well on the way to operating an assessment system in line with … policy while others were in need of support. These departments were provided with illustrations of ‘good practice’. Included in the support measures were activities to help in planning of courses and lessons. It was also felt important that staff had opportunities to share their own good practice, as well as time to review their planning to ensure continuous improvement. Possible pupil support for learning would include the provision of a suitably differentiated curriculum, varied physical resources, targeting of learning support staff through departments, making use of their expertise as cross-curriculum specialists, improved provision for more able pupils and the implications of IEPs for teaching each subject.

Another relevant secondary case study available on the website:

StColumba’sHighSchool,Inverclyde,Cross-curricular Literacy, S1, S2

37

Tow

hat

ext

ent

do

we

use

asse

ssm

ent

info

rmat

ion

tom

oni

tor

our

est

ablis

hm

ent’s

pro

visi

on

and

pro

gre

ss,a

ndt

op

lan

for

imp

rove

men

t?

Q

ualit

yIn

dic

ato

rTh

eme

3.5

Ass

essm

ent

asp

art

of

teac

hin

g

4.4

Mo

nito

ring

pro

gre

ssa

nda

chie

vem

ent

7.2

Sel

f-ev

alua

tion

use

of

asse

ssm

ent

info

rmat

ion

the

mo

nito

ring

pro

cess

rep

ort

ing

on

stan

dar

ds

and

qua

lity

Q

uest

ions

to

be

aske

d

Evi

den

ceo

fg

oo

dp

ract

ice

Are

ast

ob

ed

evel

op

ed

Tow

hat

ext

ent

do

we

mak

eus

eo

fas

sess

men

tin

form

atio

nto

eva

luat

eth

eef

fect

iven

ess

of

lear

ning

and

tea

chin

ga

ndt

o

pla

nfo

rim

pro

vem

ent?

Tow

hat

ext

ent

do

we

com

mun

icat

ein

form

atio

nab

out

pup

ils’a

chie

vem

ents

to

st

aff

and

par

ents

?

Tow

hat

ext

ent

do

we

use

self-

eval

uatio

n,

wh

ich

iden

tifie

sst

reng

ths

and

are

asf

or

imp

rove

men

t,t

op

rovi

de

accu

rate

evi

den

ce

of

our

per

form

ance

?

Cla

ss

Teac

her

Sta

ge

Cu

rric

ula

rar

ea

38

Further InformationFurtherreading

Bibliography

Assessment Reform Group, Assessment for Learning: Beyond the Black Box, Cambridge, 1999. ISBN 0856030422Further information can be found at:http://www.qca.org.uk/downloads/beyond_black_box2.pdf

Black, P, Harrison, C, Lee, C., Marshall, B, and Wiliam, D, Working inside the Black Box: Assessment for learning in the classroom, London: School of Education, King’s College, 2002.Further information can be found at:http://www.nfer-nelson.co.uk/catalogue/catalogue_detail

Black, P, Harrison, C, Lee, C, Marshall, B, and Wiliam, D, Assessment for Learning: Putting it into practice, Maidenhead: Open University Press, 2003. ISBN: 0335212972Further information can be found at:http://www.gtce.org.uk/research/assessmenthome.asp

Black, P, and Wiliam, D, Inside the Black Box, London: School of Education, King’s College, 1998. ISBN 1871984688Further information can be found at:http://www.nfer-nelson.co.uk/catalogue/catalogue_detail

BibliographyandmaterialsforpossibleCPDuse

Black P, Harrison C, Science inside the black box, Assessment for Learning in the Science classroom, London, School of Education, King’s College, 2004. ISBN: 0708714447Further information can be found at:http://www.nfer-nelson.co.uk/catalogue/catalogue_detail

Brooks, V, Assessment in Secondary Schools, Buckingham: Open University Press, 2002. Further information can be found at http://mcgraw-hill.co.uk/html/0335206379.html

Burton, D, and Bartlett, S, Practitioner Research for Teachers, London: Paul Chapman Publishing, 2005. ISBN 0 7619 4421 4Further information can be found at:http://www.paulchapmanpublishing.co.uk/book

Campbell, A, McNamara, O, and Gilroy, P, Practitioner Research and Professional Development in Education, London: Paul Chapman Publishing, 2004. ISBN 0 7619 7468 7Further information can be found at:http://www.paulchapmanpublishing.co.uk/book

39

Clark, A, and Moss, P, Listening to Young Children, The Mosaic Approach, London: National Children’s Bureau and Joseph Rowntree Foundation, 2001. ISBN 1 900 99062 8Further information can be found at:http://www.jrf.org.uk/bookshop/details

Clarke, S, Formative Assessment in the Secondary Classroom, London: Hodder & Stoughton, 2005, ISBN 0 340 88766 4.Further information can be found at:http://www.shirleyclarke-education.org/publications/index.html

Clarke, S, Formative Assessment in Action, London: Hodder and Stoughton, 2005.ISBN 0 340 90782 7Further information can be found at:http://www.shirleyclarke-education.org/publications/index.html

Clarke, S, Enriching Feedback in the Primary Classroom: oral and written feedback from teachers and children, London: Hodder & Stoughton, 2003. ISBN 0 340 87258 6Further information can be found at:http://www.shirleyclarke-education.org/publications/index.html

Hall, K, and Burke, W, Making Formative Assessment Work: Effective Practice in the Primary Classroom, Open University Press, 2004. ISBN 0 335 21379 0Further information can be found at: http://www.mcgraw-hill.co.uk/html/

Hallgarten, J, Parents Exist, OK!?, London: Institute for Public Policy Research, 2000.ISBN 1 860 30125 8Further information can be found at: http://www.ippr.org/publicationsandreports

Hodgen, J, Maths inside the black box, Assessment for Learning in the Maths classroom, London, School of Education, King’s College, 2004.Further information can be found at:http://www.nfer-nelson.co.uk/catalogue/catalogue_detail

Hornby, G, Improving Parental Involvement, London: Continuum, 2000. ISBN 0 826 47025 4Further information can be found at:http://www.continuumbooks.com/

James, M, Using Assessment for School Improvement, Oxford: Heinemann, 1998.ISBN 0 435 800 46 9Further information can be found at:http://www.heinemann.co.uk/secondary/book

Learning Unlimited, The Learning Set, Paisley, 2004.Further information can be found at www.learningunlimited.co.uk

Mandel, H, and Marcus, S, ‘Could do better’, Why Children Underachieve and What to Do About It, London: John Wiley, 1997. ISBN 0 471 15847 XFurther information can be found at:http://eu.wiley.com/WileyCDA/WileyTitle/productCd-047115847X.html

40

Marshall, B, English inside the black box, Assessment for Learning in the English classroom, London: School of Education, King’s College, 2004.Further information can be found at:http://www.nfer-nelson.co.uk/catalogue/catalogue_detail

OECD Centre for Educational Research and Innovation, Formative Assessment, Improving Learning in Secondary Classrooms, Paris: OECD Publishing, 2005. ISBN 9 264 00739 3 Further information can be found at:http://www.oecdbookshop.org/oecd/display

Riley, J, Editor, Learning in the Early Years, London: Paul Chapman Publishing, 2003.ISBN 0 761 94106 1. Further information can be found at:http://www.paulchapmanpublishing.co.uk/book.aspx

Torrance, H, Investigating Formative Assessment, Buckingham: Open University Press, 1998.ISBN 0 335 19735 3Further information can be found at http://www.powells.com/cgi-bin/

Weedon, P, Winter, J, and Broadfoot, P, Assessment: What’s in it for Schools?, London: Routledge Falmer, 2004. ISBN 0 415 23592 8Further information can be found at:http://www.escalate.ac.uk/index.cfm?action=resources.

Whalley, M, and the Pen Green Centre Team, Involving Parents in their Children’s Learning, London: Paul Chapman Publishing, 2001. ISBN 0 761 97072 XFurther information can be found at:http://www.paulchapmanpublishing.co.uk/book

Journalarticlesandpapers

Black, P, ‘Formative and Summative Assessment: Can They Serve Learning Together?’, Paper presented at AERA Chicago 23, April 2003.Further information can be found at:http://www.kcl.ac.uk/depsta/education/papers/AERA%20ClassAsst.pdf

Black, P, and Harrison, C, ‘Feedback in Questioning and Marking: The Science Teacher’s Role in Formative Assessment’. This paper first appeared in School Science Review, June 2001, Vol. 82, No. 301, pp. 55–61.Further information can be found at www.kcl.ac.uk/depsta/education/publications/SSR2_.pdf

Black, P, and Harrison, C, ‘Self- and Peer-Assessment and Taking Responsibility: The Science Student’s Role in Formative Assessment’. This paper first appeared in School Science Review, September 2001, Vol. 83, No. 302, pp. 43–49.Further information can be found at www.kcl.ac.uk/depsta/education/publications/SSR3.pdf

Brookhart, S M, ‘Successful Students’ Formative and Summative Uses of Assessment Information’, Assessment in Education: Principles, Policy & Practice, 8 (2) July 1, 2001, pp. 153–169. Further information can be found at http://taylorandfrancis.metapress.com/app/home/contribution

Bullock, K M, and Jamieson, I M, ‘The effectiveness of personal development planning’, The Curriculum Journal, 1998, 9, pp. 63–77

Bullock, K, and Wikeley, F, ‘Improving Learning in Year 9: making use of personal learning plans’, Educational Studies, 1999, 25, (1), March 1, pp. 19 – 33.Further information can be found at:http://journalsonline.tandf.co.uk/app/home/contribution

Bullock, K, and Wikeley, F, ‘Personal Learning Planning: Can Tutoring Improve Pupils’ Learning?’, Pastoral Care in Education, 2003, 21, (1), pp. 18-25

Cowie, B, and Bell, B, ‘A Model of Formative Assessment in Science Education’, Assessment in Education: Principles, Policy and Practice, 1999, 6 (1), pp. 101-116.Further information can be found at:http://taylorandfrancis.metapress.com/app/home/contribution

Clarke, S, Lopez-Charles, G, and McCallum, B, Gillingham Partnership – Formative Assessment Project 2000–2001, London: University of London, Institute of Education, Assessment, Guidance and Effective Learning, 2002. Further information can be found at http://k1.ioe.ac.uk/agel/gillingham_report.html

Dagley, V, ‘Pupils’ Perceptions of the Efficacy of Target Setting and How it can be Made More Effective’, Pastoral Care in Education, 2004, 22, (2), pp. 14–18

McCallum, B, Formative Assessment – Implications for Classroom Practice, London: Institute of Education, 2000.This document can be downloaded in PDF format from http://www.qca.org.uk/downloads/formative(1).pdf

Torrance, H, and Pryor, J, ‘Developing Formative Assessment in the Classroom: using action research to explore and modify theory’, British Educational Research Journal, 2001, 27 (5) pp. 615–631.Further information can be found at http://taylorandfrancis.metapress.com/app/home/contribution

Usefulwebsites

AssessmentReformGroupFurther information can be found at http://arg.educ.cam.ac.uk Assessment for Learning: 10 Principles, Cambridge: Assessment Reform Group, 1999, 2002Further reading and resources can be found at http://arg.educ.cam.ac.uk/publications.html

TheAssociationforAchievementandImprovementthroughAssessmentFurther information can be found at http://www.aaia.org.ukManaging Assessment for Learning, Whitstable: AAIA, 2002Further publications information can be found at http://www.aaia.org.uk/pubs.htm Further reading and resources can be found at http://www.aaia.org.uk/resource.htm

41

DepartmentforEducationandSkills(DfES)This UK government site offers access to essential research findings for teaching staff.Further information can be found at http://www.standards.dfes.gov.uk/research

GeneralTeachingCouncilforEnglandThis organisation has a Research of the Month page where current and sponsored research is summarised.Further information can be found at http://www.gtce.org.uk/PolicyAndResearch

GeneralTeachingCouncilforScotlandThe GTC Scotland undertakes and supports a number research projects. It has online access to completed research papers.Further information can be found athttp://www.gtcs.org.uk

King’sCollegeLondon,DepartmentofEducationandProfessionalStudiesAssessment for Learning sectionFurther information can be found at http://www.kcl.ac.uk/depsta/education/research/kal.htmland http://www.kcl.ac.uk/depsta/education/research/kallearn.html.

LearningandTeachingScotlandAssessment is for Learning websiteFurther information can be found at http://www.LTScotland.org.uk/assess

AifL newsletters, 1–7, http://www.LTScotland.org.uk/assess/about/newsletter/index.asp

Key documents, links and information on general and specific aspects of the AifL programme can be found at http://www.LTScotland.org.uk/assess/about/keydocuments/index.asp

QualificationsandCurriculumAuthority(QCA)Assessment for Learning: Guidance designed to support staff who wish to integrate the principles of Assessment for Learning into their classroom practice.Further information can be found at http://www.qca.org.uk/afl

ScottishExecutiveEducationDepartment(SEED).Further information can be found at http://www.scotland.gov.uk/Topics/Education Selected publications:

Evaluation of Project 1 of the Assessment is for Learning Development Programme: Support for Professional Practice in Formative Assessment, 2004, This document can be found at www.scotland.gov.uk/library5/education/

Assessment is for Learning: Development Programme; Personal Learning Plan: 2002–2004; evaluation report can be found at http://www.scotland.gov.uk/library5/education/

Review of Assessment in Pre-School and 5-14: Summary, This document can be found at http://www.scotland.gov.uk/3-14assessment/

ScottishQualificationsAuthority(SQA)National Assessments are intended for use by teachers to confirm their judgements about pupils’ levels of attainment in English language (reading and writing) and mathematics.Further information can be found at http://www.sqa.org.uk/sqa/

42

Disclaimer

Learning and Teaching Scotland provides this resource section for your information only. It should be noted that the views expressed in any of the publications included here are not necessarily the views of Learning and Teaching Scotland.

The inclusion of any web links to an external site contained in this section does not in any way represent endorsement by Learning and Teaching Scotland, who cannot be held responsible for the content of any external websites accessed using information from this document.

43

Contactdetails

We welcome your comments on the areas of the AifL programme referred to in this document and/or the Assessment is for Learning programme in general.

Mail: Development Officer Assessment is for Learning Learning and Teaching Scotland The Optima 58 Robertson Street Glasgow G2 8DU

Customer Services Tel: 08700 100 297

[email protected] [email protected]

Local authority contacts:

Each authority has an Assessment Coordinator and/or Development Officer(s) who will be able to help in your local area. Further information can be found at:www.LTScotland.org.uk/assess/contact_us/coordinators.asp

44

Notes

45

Notes

46

Learning and Teaching Scotland, The Optima, 58 Robertson Street, Glasgow G2 8DUT: Customer Services 08700 100 297 E: [email protected]

www.LTScotland.org.uk

Thisisversion1ofaself-assessmenttoolkit,designedtohelpschoolsandstagegroups,subjectdepartments,facultygroupsandindividualmembersofstafftodeterminehowfartheyhaveincorporatedtheprinciplesofAssessmentisforLearningintopractice.Thetoolkitlinksthe10statementsontheAifLtriangletoidentifiedQualityIndicatorsinHow good is our school?.Together,theyprovideaframeworkforauditingpracticewithinthethreestrandsofAifL–AssessmentisforLearning,namelyAssessmentFORLearning;AssessmentASLearning;andAssessmentOFLearning.

Italsoprovidesextractsfromandadditionalreferencestorelevantcasestudieswhichgiveexamplesofinterestingpracticeinschools.Thebibliographylistsmaterialswhichmightbeusefulforcontinuingprofessionaldevelopmentpurposes,includingselectedjournalarticles,researchpapers,andrelatedwebsites.

AnonlineversionofthistoolkitisavailableontheAifLwebsite:www.LTScotland.org.uk/assess

AFL

Documents

Transcript of AFL