Assessment for Learning (AfL)

By Annabel Moniram

Lesson Objective

• To gain an insight into the implementation of AfL in the MFL classroom.

Year 7 French lesson LO: To tell the time using all parts of the clock.

• • • • Expectation that everyone has to participate.

Snapshot for the teacher into pupil learning. Community of learning.

An emotionally safe learning environment.

• • • Collaborative learning. Caters for different learning styles. Feedback.

• • • Self-assessment techniques.

Teacher gains a snapshot into pupil learning and understanding. Feed forward into teacher’s planning.

Evidence of Learning

• Pupil thumbs up/down for c’est vrai or c’est faux • Pupils draw clock faces on mini white board • Snippet of pupil conversation. vocab check.

Plenary.

AfL techniques used in the Year 7 French lesson

• Introduction of learning objectives. • Opportunities for peer (PA) and self (SA) assessment. • Whole class participation. • Personalisation/individualisation.

• Creation of an emotionally supportive learning environment.

Dyslexia

A learning difficulty which affects the development of literacy and language related skills.

How to include a dyslexic learner into the Year 7 French lesson.

• Photocopy the vocabulary list of times. • Present telling the time in different ways e.g. using a PPt and clock = a multi-sensory approach.

• Visual support - the clock.

Year 9 German lesson LO: To consolidate talking about what you can do on holiday using man kann + infinitive.

• Setting up a self-assessment framework.

AfL techniques used in the Year 9 German lesson

• Development of dialogue.

• Opportunities for peer (PA) and self (SA) assessment.  Introduction of the lesson aims/ LOs at the beginning of the lesson and then revisit them at points during the lesson. • Creation of an emotionally safe learning environment.

Evidence of Learning

• Content of what pupils write on the IWB during plenary in response to was hast du heute gelernt?. • Facial expressions.

• The level of off-task behaviour.

How to include a hearing-impaired learner into the Year 9 German lesson.

• Sit learner at front of class.

• For pair work encourage the hearing-impaired learner and their partner to work with another pair. • Get child’s attention before talking to him/her.

Year 11 German lesson

LO: To revise the Conditional tense and to describe your ideal friend.

• Development of a learning dialogue with the class.

• • • Collaborative learning. Creation of dialogue in pairs then at a class level. Extending pupils’ knowledge base.

• Effective deployment of foreign language assistants/other adults.

• Creation of space where pupils work individually – have time to think. • Could include FLA could also monitor and answer pupils’ questions.

• Activates the dialogic potential of individuals and the class. • • Through dialogue T gauges feedback which is then used to inform future teaching. T asks a mixture of questions to gauge extent of pupil understanding and promote thinking.

AfL techniques used in the Year 11 German lesson

• Development of dialogue. • Opportunities for pair and group work. • Peer and self-assessment opportunities. • Questioning.

• Opportunity for the learner to respond to feedback in class.

Evidence of Learning

• Quality of pupils’ written work.

• Number of pupils who participate in the plenary and the quality of their oral answers to teacher’s recap questions. • Observing pupils’ facial expressions and body language.

Asperger's

Asperger’s is an autism spectrum disorder which manifests in difficulties in social interaction and non-verbal communication.

How to include a learner with Asperger's into the Year 11 German lesson.

• Use of direct language. • Ensure expectations are clear. • Slow and clear communication.

What are the behaviour management implications?

• • • • Increasing pupil engagement. Having high expectations. Expectation of participation of all learners.

Catering for a variety of learner types and styles.

• Creation of an emotionally supportive and safe learning environment.

• Increasing pupil ownership of the learning process.

•

Reduces the risk of boredom and misbehaviour.

Implications of AfL for good post 16 study habits

• Self-directed study.

• Learner is able to identify when they need to ask for help.

• Contributes to life-long learning. • Increased confidence and enjoyment in the learning experience.

• Higher levels of motivation.

• Learner becomes more adept at applying learning strategies.

Please feel free to ask any questions /give feedback.