Assessment for Learning Introduction/Table

From OER in Education
Key characteristics of assessment for learning Teaching strategies
Sharing learning objectives with pupils
  • share learning objectives at the beginning of the lesson and, where appropriate, during the lesson, in language that pupils can understand
  • use these objectives as the basis for questioning and feedback during plenaries
  • evaluate this feedback in relation to achievement of the learning objectives to inform the next stages of planning
Helping pupils to know and recognise the standards they are aiming for
  • show pupils work that has met criteria with explanations of why
  • give pupils clear success criteria and then relate them to the learning objectives
  • model what it should look like, for example exemplify good writing on the board
  • ensure that there are clear shared expectations about the presentation of work
  • provide displays of pupils’ work which show work in progress as well as finished product
Involving pupils in peer and self-assessment
  • give pupils clear opportunities to talk about what they have learned and what they have found difficult, using the learning objectives as a focus
  • encourage pupils to work/discuss together, focusing on how to improve
  • ask pupils to explain their thinking: ‘How did you get that answer?’
  • give time for pupils to reflect upon their learning
  • identify with pupils the next steps in learning
Providing feedback that leads pupils to recognising their next steps and how to take them
  • value oral as well as written feedback
  • ensure feedback is constructive as well as positive, identifying what the pupil has done well, what needs to be done to improve and how to do it
  • identify the next steps for groups and individuals as appropriate
Promoting confidence that every pupil can improve
  • identify small steps to enable pupils to see their progress, thus building confidence and self-esteem
  • encourage pupils to explain their thinking and reasoning within a secure classroom ethos
Involving both teacher and pupil in reviewing and reflecting on assessment information
  • reflect with pupils on their work, for example through a storyboard of steps taken during an investigation
  • choose appropriate tasks to provide quality information (with emphasis on process, not just the correct answer)
  • provide time for pupils to reflect on what they have learned and understood, and to identify where they still have difficulties
  • adjust planning, evaluate effectiveness of task, resources, etc. as a result of assessment