Transcript Assessment for learning – key characteristics Assessment for learning:  is embedded in a view of teaching and learning of which it is an essential.

Assessment for learning –
key characteristics
Assessment for learning:

is embedded in a view of teaching and learning of which it is an
essential part

involves sharing learning goals with pupils

aims to help pupils to know and recognise the standards they are
aiming for

involves pupils in [peer and] self assessment

provides feedback, which leads to pupils recognising their next
steps and how to take them

involves both teacher and pupils reviewing and reflecting on
assessment data [information]
Assessment for learning: beyond the black box
Assessment Reform Group (1999)
Slide 1.3
Key Stage 3 National Strategy
© Crown Copyright 2004
Quality feedback

Feedback to any pupil should be about the particular
qualities of his or her work, with advice on what he or
she can do to improve, and should avoid comparisons
with other pupils

Feedback has shown to improve learning where it gives
each pupil specific guidance on strengths and
weaknesses, preferably without any overall marks
Inside the black box Black and Wiliam (1998)
Slide 4.2.2
Key Stage 3 National Strategy
© Crown Copyright 2004
Developing quality written feedback
In order to improve the quality of feedback there must be explicit
expectations about it. Teachers need to explain to pupils that, in line
with whole-school policy:
 they will receive feedback on their work periodically and selectively

such feedback will be focused on key priorities [the learning
objectives]

such feedback will identify what they need to do to improve

seeking help is an essential part of their learning and leads to
useful discussion about ways of learning

feedback will require interactivity/action by the pupil
Formative assessment: implications for classroom practice
McCallum, B (2000)
Slide 4.2.4
Key Stage 3 National Strategy
© Crown Copyright 2004
Some characteristics of constructive
written feedback

focusing on the learning objectives selectively

confirming that pupils are on the right track

stimulating the correction of errors or improvement of a piece of
work

scaffolding or supporting pupils’ next steps

providing opportunities for pupils to think things through for
themselves

commenting on progress over a number of attempts

avoiding comparisons with other pupils

providing pupils with the opportunities to respond
Slide 4.2.5
Key Stage 3 National Strategy
© Crown Copyright 2004
Teacher’s comments

Relate to the lesson objectives

Relate to differentiated learning outcomes linked to
progression

Specific advice for moving forward

Give positive feedback

Challenge the pupil to think for herself

Provide a framework to discuss work with the teacher

Expect a response
Key Stage 3 National Strategy
Slide 4.2.6
© Crown Copyright 2004
Analysing teacher comments

Do the comments reflect the subject?

Is the pupil’s positive self-esteem promoted?

Does the marking reflect the lesson objectives and learning
outcomes?

Does the selected piece represent a milestone in the pupil’s
learning route?

Are the pupil’s next steps easy to see?

Are there further challenges set?

How does this compare with the original marking?

How might pupils benefit from this approach?
Key Stage 3 National Strategy
Slide 4.2.7
© Crown Copyright 2004