Assessment for Learning (AfL)

Unit 1:
Rationale and Overview

PMB 2007

Learning Intentions for this Unit

You will:
be able to answer the question What is AfL?;
know the pedagogical context for AfL;
know some of the outcomes of research into AfL practice in
classrooms and across schools;
have an awareness of the key areas of classroom practice
associated with AfL;
know where to access further information.

Activity 2
Key Purposes of Assessment

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 next, and how best to
get them there.

- Assessment Reform Group

Assessment of

&

for Learning

Summative Assessment

Formative Assessment

- occurs after the learning

- occurs during the learning

- to prove learning

- to improve learning

- measures learning

- grows learning

- done to learners

- done with learners

- widens the ability range

- narrows the ability range

- externally referenced

- personally referenced

- outcome focused

- process focused

What is AfL Based On?

Based on the constructivist view, which says:
However neatly we may design, package and deliver learning
experiences, in the end learning is a process that is instigated and
managed by the learner. Its the learner who constructs the
learning.

How can I help my pupils to become better learners?

Activity 3
Draw the Titanic
Be detailed.
Draw it in profile.
Depict it in full daylight and afloat.

Full Marks Exemplar

Why Use AfL in Your Classroom?

AfL helps pupils to:

understand the reason and focus for learning;

recognise success in learning;
identify and work towards a goal; and
understand how to make improvements and achieve their
goals.

Evidence Black and Wiliam

Theres an over-emphasis on grading and giving marks.
To pupils, assessment that compares them with others seems to be
more about competition than personal improvement.
Feedback from these comparative assessment approaches reduces
morale.

Evidence Black and Wiliam

Range of typical performance enhancements in assessment for learning groups
Performance Range in control groups
Low

High
Performance Range in Assessment for Learning groups
Low

Average effect size: 25% shift in

performance compared to control groups
after 2.5 years, and a reduced spread
in the performance range.

High

Source: Black and Wiliam (1998)

Evidence Carol Dweck

Rewards and rankings encourage pupils to focus on
marks rather than their learning needs.
Students then avoid risk and difficult tasks.
- Carol Dweck

AfLs Main Elements

Learning Intentions
Success Criteria
Formative Feedback
Effective Questioning
Peer- and Self-Assessment and Self-Evaluation

AfL in the Classroom

Planning
Learning
Intentions

Improvement

Peer & SelfAssessment &

Evaluation

Learning, Teaching &

Assessment Cycle

Formative
Feedback

Input

Success
Criteria
Learning
Activity

AfL Summary
AfL

is formative assessment;
seeks to improve learning rather than prove it;
can significantly and measurably improve pupil performance; and
requires understanding, careful planning and gradual integration
to be meaningful and successful.

Key Closing Messages

Assessment for Learning can be invaluable as you seek to
implement the Revised Curriculum.
There is much successful practice in schools already. Its not
all new!
Its as much a change in culture as a change in practice in
classrooms.
You cant do it all tomorrow it takes time!

Further information
Publications:

Websites:

Inside the Black Box, Raising Standards Through

Classroom Assessment (Paul Black and Dylan
Wiliam, 1998)

www.aaia.org.uk

Assessment and Learning in the Secondary

School (Ted Wragg, 2001)
Formative Assessment in the Secondary
Classroom(Shirley Clarke, 2005)
Formative Assessment in Action: Weaving the
Elements Together(Shirley Clarke, 2005)

www.qca.org.uk
www.slamnet.org.uk
http://arg.educ.cam.ac.uk