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BY Rita Ekpenyong

AfL or Not AfL?

• I only assess pupils at the end of the term.
• I adjust my lesson halfway through because I noticed most pupils are confused.
• I give pupils their test scores but no comments.
• I involve pupils in setting their success criteria.
• I give pupils the success criteria after they complete their work.

• During the lesson, I use mini-whiteboards to quickly check understanding before moving on.
• I give all students the same feedback, regardless of their performance.
• I regularly ask pupils to self-assess their work using a checklist.
• After a test, I just move on to the next topic because the syllabus must be covered.

Objectives: By the end of this module, participants will be able to:

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• Define Assessment for Learning (AfL) and describe at least two key purposes of AfL in improving student learning.

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• Explain the core principles of Assessment for Learning

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• Implement formative Assessment techniques in Daily Practice

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• Use Assessment Information to Inform Planning and Differentiation

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I taught my Basic 3 class how to solve simultaneous equations!

I have never seen them solving any equations.

I said I taught them, I didn’t say they learned it!

Teaching does not mean learning.

What is Assessment?

• The process of measuring progress in order to make a judgment about something or someone.
• It involves the careful collection of data which will give information about the assessors’ strategies and resources as well as the learner’s progress.
• Assessment should take place at every stage of the learning process.

What is Assessment for Learning?

• Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. - Dylan Willians

Purpose of AfL

• Identify learning gaps early: Detect areas where students are struggling so you can provide support right away.
• Guide teaching decisions: Adapt lessons, activities, or explanations based on what learners need.
• Give immediate feedback: Help students understand what they’re doing well and what to improve.
• Encourage student reflection: Allow learners to think about their own understanding and progress.
• Motivate and engage: By showing progress, students stay motivated to learn and improve.

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• Promote active learning: Involve students in the learning process through questioning, discussions, and self-assessment.

The Process of Assessment for Learning

Where is the learner going?

• As teachers we need to share our learning intentions with our leaners.

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• What is the objective/goal of learning (W.A.L.T.) the concept being introduced?
• How will learners know that they have understood the objectives for the days task?
• What are your success criteria (W.I.L.F.)? The measureable steps that learners will take to arrive at or achieve the day’s objective.
• Everyone involved in the process, teachers and learners should understand clearly what needs to be achieved and what success looks like. That way, we all know “our journey and our destination.”

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Where is the learner going?

Topic:

Parts of a Plant

Objective:

To identify and name the basic parts of a plant and describe their functions.

Success Criteria:

By the end of the lesson, pupils will be able to:

• Correctly name the four main parts of a plant – root, stem, leaf, and flower.
• Match each part to its basic function, e.g., the roots hold the plant in place.
• Label a diagram of a plant with at least 3 out of 4 parts accurately.

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Learning Objectives and Success Criteria

Objective:

• To create a storyboard or mini-book that illustrates and narrates the butterfly life cycle, using accurate vocabulary and sequencing.

Success Criteria:

• I include all four stages of the butterfly’s life cycle in the correct order.
• I use labels and drawings to show what happens at each stage.
• I write a short sentence or caption for each stage.
• I use key vocabulary (e.g., caterpillar, chrysalis, adult butterfly).

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Objective:

• To compare and order fractions with different denominators.�

Success Criteria:

• I can find a common denominator.
• I can find the L.C.M. of the denominators
• I can rewrite fractions with equivalent values.
• I can arrange fractions from smallest to largest.

Question 2 - Where is the learner now?

• Here, teachers elicit evidence from learners.
• How close are they to where they are going or how far are they from reaching the learning intentions?
• Keep checking to obtain insights of what learners can do and challenges they may be facing.
• Adjust your teaching to meet the identified needs.

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How Do Teachers find out, “ Where the learner is now”

• Observation
• Quizzes
• Work samples and prior work
• Use of White boards
• Questioning
• Self Assessment and Peer Assessment

Question 2 - Where is the learner now?

• Here, teachers elicit evidence from learners.
• How close are they to where they are going or how far are they from reaching the learning intentions?
• Keep checking to obtain insights of what learners can do and challenges they may be facing.
• Adjust your teaching to meet the identified needs.

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Questioning

• Factual questions
• Open-ended questions
• Closed questions
• Think-Pair-Share questions
• Probing questions
• Student-generated questions
• Differentiated questions
• Hinge questions

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Hinge Questions

• The questions has to have a correct answer and an incorrect answer.
• You can set more challenging questions.
• Its got to be really quick, but give them thinking time. Every student is expected to come up with the answer to the question. Its usually quick to scan their responses. Examples:
• Yes/No questions Use emojis if you are online
• Thumbs up questions mini-white boards
• Use letters
• You need to ensure they all have think time and show their answers to you at the same time, so they are not influenced by others.

Importance of Feedback

• Clarifies Learning Goals and Expectations

Feedback helps pupils understand what they are learning, why it matters, and what success looks like.

It closes the gap between where the learner is and where they need to be.

Example: You have labelled all the butterfly stages correctly. To improve, try adding a short sentence for each one

• Guides Improvement

Effective feedback provides specific next steps, not just praise or criticism.

It supports pupils in reflecting on their work and making changes.

Example: Instead of “Well done!”, say: “You used the correct order. Now try explaining why the chrysalis stage is important

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Importance of Feedback

• Promotes Active Learning and Ownership

Pupils become more engaged and responsible for their learning when they understand how to improve.

It helps develop self-assessment and peer-assessment skills.

Example: “What do you think you did well here? What could you try differently next time?”

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• Builds Confidence and Motivation

Constructive, timely feedback encourages a growth mindset.

It focuses on effort and strategy, not just outcomes.

Example: “You worked hard to correct your spelling – that effort helped you write more clearly!”

Importance of Feedback

• Informs Teaching
• Feedback gives teachers insight into what pupils have understood or are struggling with.
• It helps teachers adapt instruction and groupings accordingly.

Example: If several pupils confuse two stages of a life cycle, the teacher can re-teach that concept using a different method.

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• Self Assessment
• Use self assessment to enable learners reflect on where they are in their learning journey. They know how far they’ve come and how much further they need to go in order to achieve their learning objectives.

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Peer Assessment

These can be used at appropriate times during a sequence of learning to promote self-regulation and improved metacognition.

They should only be used when they will have noticeable impact on progress.

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Question 3

• After obtaining feedback, you need to decide on the next steps?
• What could you or your learner do to get them closer to meeting the learning intentions?
• The evidence gathered will determine the choices you make. This helps you provide the appropriate activities or feedback to help your learner progress from where they are now, to where they need to get to in their learning.

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How can the learner get to meet the learning intentions from where they are at now?

�Year 2 – Writing a Narrative and Addition of Unike Fractions�

• Learning Intention:�To write a clear beginning, middle, and end in a short story.
• Teacher Feedback Collected:�After reading pupils’ stories, the teacher notices that most learners are writing imaginative stories but struggle with using time connectives (e.g., first, then, after that, finally) to show sequence.
• Next Steps:
• Teacher Action: Plans a mini-lesson the next day focused on using time words.
• Pupil Activity: Learners highlight time connectives in a model text, then revise their own stories to include at least two.
• Goal: Help learners improve story sequencing to better meet the learning intention.

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• Learning Intention:�To add fractions with different denominators and simplify the answer.
• Teacher Feedback Collected:�During group work, the teacher sees that several pupils can find equivalent fractions but don’t remember to simplify their final answer.
• Next Steps:
• Teacher Action: Adds a “Remember to Simplify” step to the working wall and models the process again in a short plenary.
• Pupil Activity: Pupils correct one worked example by simplifying the answer, then self-check their own work using a checklist.
• Goal: Ensure learners master both adding and simplifying to meet the full objective.

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�AfL in Action: Helping Pupils Meet the Learning Objective�

• Learning Objective:�To identify and name the basic parts of a plant and describe their functions.
• AfL Strategies to Support Learning:
• Clarify Learning Intentions and Success Criteria (at the start of the lesson)

Use a visual WALT and WILF:

• WALT: We Are Learning To identify plant parts and say what they do.
• WILF: What I’m Looking For – naming parts, describing functions, labelling correctly.
• Display a large image or real plant and point out each part while naming it aloud.

Elicit Evidence of Understanding (during the lesson)

• Mini whiteboard activity:
• Show a part of a plant (real or image), ask pupils to draw and label it.
• Think-Pair-Share: “What do roots do? Tell your partner.”

Teacher listens for misconceptions.

• Quick check-in: “Thumbs up if the leaf makes food… thumbs sideways if not sure.”

AfL in Action: Helping Pupils Meet the Learning Objective

• Provide Feedback That Moves Learning Forward
• “You’ve labelled the leaf! Now can you tell me what it does?”
• “Good try! That’s the flower. Can we all say ‘flower’? What does it help the plant do?”
• Use Peer and Self-Assessment (near the end of the lesson)
• Pupils use a “check my work” sheet with smiley faces to see if they:
• ✅ named the parts
• ✅ matched to functions
• ✅ labelled correctly
• Let them peer-mark diagrams with a simple “Plant Parts Buddy Checker” sheet.

• Plan the Next Steps
• If a group is struggling, plan a guided activity with sorting cards (picture + function).
• Provide extra practice through a plant-parts matching game in the next session.

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�Formative Assessment examples to use with any lesson�

• Questioning Techniques with Hand Signals
• Think-Pair-Share
• Four Corners
• Traffic Lights
• Exit Slips
• Lollipop sticks

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Embedding AfL in the classroom

Benefits of Assessment for Learning

• Clarifies Learning Goals:�Helps students understand what they are learning and why it matters.
• Makes Success Criteria Visible:�Students know what success looks like and can aim for it with more precision.
• Promotes Active Learning:�Students engage more deeply when they are involved in assessing their own learning.
• Encourages Self-Assessment:�Pupils learn to evaluate their own progress, strengths, and areas for improvement.
• Supports Differentiation:�Teachers can tailor lessons to meet the varying needs of learners.
• Improves Pupil Confidence:

Ongoing feedback helps learners see that improvement is achievable.

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• Reduces Anxiety Around Tests:

Learning becomes a process, not a judgment, reducing fear of failure.

• Provides Immediate Feedback:

Pupils know how they're doing during learning — not just at the end.

Helps Identify Misconceptions Early:

Teachers can adjust instruction before gaps widen.

Encourages Peer Learning:

Strategies like peer assessment and group reflection promote collaboration and shared understanding.

Builds Metacognitive Skills:�Pupils learn to think about their thinking and become more strategic learners.

Benefits of Assessment for Learning

• Improves Teacher Planning:

Real-time evidence of understanding helps teachers adapt instruction responsively.

• Promotes Goal Setting:

Students learn to set realistic targets and track their progress.

• Increases Engagement and Motivation:

When students understand the purpose of tasks, they engage more meaningfully.

• Informs Parents and Caregivers:

Ongoing formative assessments give clearer updates about how children are progressing.

Supports Inclusion:

Helps identify learning barriers early so all pupils can be supported effectively.

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• Encourages Reflective Teaching Practice:

Teachers reflect more often on how effective their instruction is — and adjust accordingly.

• Fosters a Growth Mindset:

Pupils learn that ability grows through effort and constructive feedback.

• Enhances Classroom Dialogue:

Rich questioning and feedback promote a thinking classroom culture.

• Leads to Improved Achievement:

When used consistently, AfL contributes to measurable gains in learning outcomes.