Assessment for Learning AfL
- Assessment and Moderation Calendar
- Reporting system
- Learning Objectives & Success Criteria
- Feedback, Marking and Presentation policy
- National College (CPD)
Assessment and Moderation
In EYFS and Primary ongoing assessment is an integral part of the learning and development processes. Staff observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning.
Assessment and Moderation Calendar
Assessment for Learning (AfL)��Reporting System�
(AfL)�Reporting System�
Reporting Sessions
• October – Parent-Teacher Meetings
• October – Short Autumn Progress Report - now on MIS
• December – Mid Year School Report
• March – Parent-Teacher Meetings
• March – Short Spring Progress Report - now on MIS
• June – End of Year Report
* REPORTS ISSUED ELECTRONICALLY
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Assessment for Learning (AfL)��Learning Objectives & �Success Criteria�
KEY ELEMENTS OF AfL
Why Are Learning Objectives and Success Criteria Important?
‘If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place.’ - (An Intro to AfL, Learning Unlimited, 2004)
Learning Objectives
‘What’ and ‘Why’
Success Criteria
‘How to recognise success’
What Is a Learning OBJECTIVE?
‘A learning objective describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.’ (Learning Unlimited, 2004)
Learning Objectives
- Identify new learning
- Focus on transferable skills
Sharing Learning Objectives
1. Identify what pupils will be learning (We are learning to…)
2. Explain the reason for the learning (This is because…).
3. Share (and sometimes negotiate) the learning and the reason with pupils at the beginning of the lesson or activity.
4.Present these in language that pupils can understand.
5.Revisit the learning intention throughout the activity/lesson.
What Are Success Criteria?
‘… success criteria summarise the key steps or ingredients the students needs in order to fulfil the learning intention – the main things to do, include or focus on.’ - Shirley Clarke
Do you routinely share success criteria?
What form does this take?
Different Types of Success Criteria
‘Product’ success criteria are unhelpful e.g. ‘your answers will be correct’. They focus on end points or products. They are what the teacher wants and don’t indicate for the children how the learning objective will be fulfilled. ‘I’ll know it when I see it’ approach that leads to being reactive rather than proactive.
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Process’ success criteria are helpful. They explain how the learning objective will be achieved. Children are actively engaged in the process of learning. They act as an aide-memoire of necessary ingredients.
Why Are Success Criteria Important?
Effective Success Criteria…
* are linked to the learning objective;
* are specific to an activity;
* are discussed and agreed with pupils prior to undertaking the activity;
* must be visible so children can look up and check during the lesson.
* provide a scaffold and focus for pupils while engaged in the activity; and are used as the basis for feedback and peer-/self-assessment.
Why are these Not appropriate learning objectives?
To answer questions about the picture
To answer questions about the topic mat
To know about William Wilberforce
To write a poem
To write a ghost story
To know times tables
Effective Success Criteria cont.�
Learning Objective: T0 write a specific genre of narrative. | |
Activity: Write a ghost story. | |
I will be successful if:
| I will be successful if:
|
It is essential that objectives match the work otherwise children aren’t learning what you think they are!
Generating Process Success Criteria
Essential for children to be included.
Write the success criteria in children’s words.
If there are a lot of steps (e.g. in a calculation), write each one as that step is modelled.
With the whole class, look at anonymous work.
Get the children to have a go first, then generate the criteria.
Effective Process Success Criteria
Effective criteria will:
Be written to support understanding
Include examples
Be short
Be clearly laid out and visible
Relate to the learning and not the task
Effective use will be when pupils:
Know their purpose
Use as and when they need to, either to:
- support learning
- act as a reminder
Use as a check
Assessment for Learning (AfL)��Feedback, Marking and Presentation Policy�
Assessment for Learning (AfL)�