(1) Benefits of AfL

1. Help the students focus on success criteria/ learning outcomes

2. Create connection between assessment and learning activities
3. Feedback – positive effect on learning achievement
4. Help the students become and confident, innovative, reflective and engaged

(2) Why move toward AfL

1. Massification of education – parents more educated
2. Democratization of education – right, not a previllege
3. Privatization of education – consumer mentality
4. Rise of individualism – accountability
5. Research on education
6. Rise in number of universities (quality assurance)

(3) Five key strategies

1. Clarifying, understanding and sharing learning intentions
2. Engineering effective classroom discussion, tasks and activities that elicit evidence of
learning
3. Providing feedback that move the learners forward
4. Activating students as their learning resource for one another (peer-assessment)
5. Activating students as owners of their own learning (self-assessment, motivation, interest)

(4) Key three questions

1. Where are the students now in their learning?
2. Where are they going in their learning?
3. How will the students get to the next point in their learning?

(5) Theories behind AfL

1. Socio-constructivist theories of learning – making learning visible and the quality of
interaction between the teachers and the learner
2. Formative assessment – learning intention, productive classroom discussion, teacher
feedback, students as learning resources, students take ownership of their own learning
3. Formative assessment as a continuum on possibilities

(6) Key three participants

1. Teachers – clarifying and sharing learning intentions; engineering effective classroom
discussion, tasks and activities that elicit evidence of learning and providing feedback that
move the learner forward
2. Peers – understanding and sharing learning intentions and activating students as learning
resources for one another
3. Students – activating students as owners of their own learning

(7) One Big Ideas

 Use evidence about learning to adapt teaching and learning to meet the students’ needs
 Five key strategies

(8) Ten principles of AfL

 Foster the students’ motivation – tell them about the success criteria and the rubrics to
evaluate the success criteria, provide continuous feedback to help them move from one step
to another
(9) Assessment Rubric/ Checklist
 List of questions used to check the students’ understanding/ assessment criteria or success
criteria to evaluate students’ work/ Sharing of learning intentions
 Collect data about students’ learning and achievements used to provide feedback to help
the students move forward to achieving success criteria
 Example:….

(10) Self-assessment, peer-assessment and reflection

1. Self-assessment refers to the process in which students look at their own work to identify
strengths and weaknesses – essential part of AfL, take greater responsibility of their own
learning, recognize the next steps in learning and become more independent and motivated,
contribute to positive classroom climate and give parents more about information about
children’s learning

2. Peer assessment is defined as the process through which students rate their peers. It involves
the use of rating instruments or checklists designed by teachers before the commencement
of peer assessment to meet its particular needs – it helps activate the students as the learning
resources for their peers, providing the students with the opportunities to observe their peer
throughout the whole learning process, thus forming better knowledge of their peers’ work.

(11) Portfolio assessment refers any assessment aimed at collecting students’ written work,
reflecting his learning over time – provide evidence of progress in learning and achievements.

(12) Alternative or performance assessment

 It refers to any classroom assessment practice that focuses on continuous individual
students’ progress, also known as formative assessment.
 It takes each individual into account when designing/ planning teaching and learning
process making it flexible and responsive and keeps record of qualitative data.
 Any AfL activity

(13) Feedback refers to the constructive comments made by teachers or peers about the quality of
students’ work and learning, whether verbal or written – improving learning, changing
traditional classroom practices, clarifying learning criteria and raising achievement.
…

(14) Conferencing
 Conferencing refers to the teachers’ engagement in conversation with the students about
the processes and outcomes of learning during a planned or spontaneous meeting –
increase teachers’ understanding about students’ learning, telling students about his/her
strengths and achievement, tell the teachers about his/her difficulties, help the students to
improve further
 Example
(15) Concept mapping refers to the process used to make visual representations of ideas and the
relationships between these ideas – help the students show what and how they think about an
idea, help the teacher see inside the students’ thoughts and the connections they are making
between ideas, giving students’ about current level of understanding of a concept, evaluate
teaching effectiveness
(16) Key AfL processes
 1. Where the learners are in their learning
2. Where they need to go
3. How best to get there

(17) Questioning is the assessment of students’ depth of learning by encouraging them to elaborate
on an answer – find out what students have done and why, assess the knowledge and
understanding to provide students in their learning, to develop interest and motivate students
to become actively involved in lessons, to develop critical thinking skills, to review learning
and to stimulate students to pursue knowledge on their own and ask their own questions

(18) Sharing learning intentions – success criteria – help the students know where they are going,
what they have to do to get there, provide foundation for the assessment of learning and giving
feedback and provide assessment criteria against which students can use to assess their progress
and achievements

(19) Teacher Observation