AfL Inset Steph and Jenna

Assessment for Learning
More than just traffic lights,
smiley faces and lollipop sticks!
What do you understand AfL to
What might it look like in the
KHDA recommendations for SRS are:
• to continue to increase progress and attainment
• to improve student attitudes e.g. responsibility, aspirations.
SRS school improvement priorities are:
• raising attainment and accelerating progress
• improving and maintaining quality of T & L
• enhance the ethos of the school including effective behaviour for learning.
By using a variety of AfL strategies, we can effectively raise attainment and
enable accelerated progress as well as challenging pupils own perceptions of
their learning and intelligence by promoting a growth mindset i.e. that
intelligence is not fixed. Research has shown that AfL has seen pupils taking on
more ownership of their own learning.
If you are using Assessment for Learning,
what is the role of:
The teacher?
The learner?
If we take into account what the teacher, the learner and their peers
do, there are 5 key principles of AfL that come out…
• Finding out where the learner is- how do we do this?
• Providing useful feedback to move learning forward
• Ensuring all pupils are clear about the Success Criteria
• Self-assessment strategies- what strategies can we use?
• Supporting each other with the learning- activating students as
teaching resources
If you are doing at least one of these, you are doing Assessment for
Learning. If you are not doing one of those, then you are not doing
Assessment for Learning. Dylan William
VIDEO- Year 11 Revising polygons
Questions to think about during the video:
* What AfL strategies did she use?
* How were they useful in helping her to understand the
pupils learning and identify next steps?
* What higher order thinking skills was she promoting?
How do we provide
effective feedback in
order to move
learning forward?
Next steps marking at
• Once a week in:
IPC (open question)
• This is focused on refining our
marking feedback skills to give
clear and specific comments
that children can respond to
and that will help them
improve/ extend their
Poor quality feedback
Limits the response the child can give
Isn’t specific
Doesn’t require the child to respond
Doesn’t allow the child to demonstrate
that they have deepened their
• “You have included excellent adjectives.
• Next time try to use adverbs.”
High quality feedback
Allows the child to respond fully
Is very specific to what the individual needs
Requires the child to respond immediately
Allows the child to demonstrate that they
have corrected their
misconceptions/challenged their learning
• “You have included excellent adjectives.
• Look at your second paragraph. There are
3 verbs in there. Can you add in 3 adverbs
to describe these verbs? ”
What to do
• Look at the sheets on your tables in
3s. Read the learning intentions
(WALTs) and the example of a poor
quality feedback comment.
• Write a high quality comment that
allows the child to give a full and
immediate (ish) response.
• Now swap with another 3 to share
your comments. Can you improve
them even more?
Don’t let the tools
become the focus…
Self and Peer Assessment
Like trying to guess what’s in a parcel, the whole purpose of AfL is “shaking the box” to
see what’s inside by:
* Listening;
* Watching;
* Sensing emotion;
* Doing or saying something and observing the reaction;
* Asking learners to do something and observing what they do;
* Asking good questions and really listening to the answers;
* Letting the learners answer your questions and not putting words into their mouths.
Be aware of getting so tied up in the tools and strategies for AfL that you forget why
they’re being used.
Ask yourself….
What will that AfL technique tell me about their understanding?
What will I do as a result?
From Good to Outstanding
1. The most difficult part of
today’s lesson was ...
6. The part of the
lesson I
found the easiest to
understand was ...
11. If I were to set
homework to build on today’s
learning, I would tell the
2. To help me
3. I would like the
understand better, I would
like to repeat the bit about ...
answer to the
question: ...
7. If I had to set a test
based on today’s lesson, I
would ask the question:
12. I was surprised to learn
that ...
students to ...
16. I am proud of myself
today because ...
21. If I had to explain this
lesson to
someone who was
absent, I would say ...
17. One thing I think I did
really well today was ...
22. I could have
improved my work by ...
4. With the information that
I learnt today, I will now be
able to ...
9. When I first walked into
8. After today’s lesson, I can
this classroom at the start of
now explain ...
the lesson, I did not know ...
13. The biggest obstacle I
overcame today
was …
because ...
10. I think I am
becoming an expert on this
because ...
14. I think it is
15. If I were to teach this
important to
lesson to somebody else, the
remember what I learnt today part I would change would be
because ...
18. I feel that the most
19. At the end of the lesson,
important think I learnt today my
confidence level is
was ...
now ...
23. Today, my opinion changed
about ...
5. Today, I was able to make
24. Today, I asked the
question: ...
20. What I learnt today has
inspired me because ...
25. Next time, I will
remember to ...
Asking effective questions…
“Good learning starts with questions, not answers.” Guy Claxton
Questions that enable children to communicate, reason and justify.
Sentence scaffolds promote oracy and allow pupils to think about the
content whilst promoting accurate sentence construction, something
that is especially valuable in SRS where virtually all pupils are EAL.
Maths question- Odd one Out
So what are the expectations in terms of planning?
SRS expectations are that planning will include key
questions that can be used to assess pupils’ learning at
different stages of the lesson.
However, we are aware that not all questions can be
planned for and many will arise as the lesson unfolds.
What are your next
steps in terms of
using Assessment for
Learning in your

similar documents