You are on page 1of 3


What do you know about AfL?
• I know of AFL
• Feedback/Feed-forward elements of peer assessment, etc.
• Have already done a fair bit on AFL as a department – have it
written into our year 9 schemes of work and unofficially in other
years. Students set own target regularly. Students mark own and
each others work from full mark schemes. Have several tasks
floating around the department for staff to use.
• AFL practiced all the time in terms of developing effective
questioning techniques and continual review of concepts within
and at the end of lessons. Ideas for sharing best practice in
assessment and delivery of lessons are shared bi-weekly at
department meetings.
• AFL is an important part of department teaching and learning.
Different strategies are actively shared and applied in the
department and schemes of work from target marking strategies
to the use of self and peer-assessment. We try to encourage this
throughout the Key stages wherever possible.
• Getting students to reflect on their performance in a number of
ways to help them facilitate their learning in the future.
• Re: AFL, we use it regularly, particularly in our subjects with
various questioning and discussion techniques. Peer and self
assessment is also common to support feedback from written
• I feel I already do a lot of AFL in my lessons, continually, not just
in preparation for their exams, but also as part of my ongoing
• I know what the key areas of focus are for AFL strategies, as I am
doing this for my masters dissertation. I have been looking at
our feedback marking policy for yr9, and I am using the yr9
textile groups as the guinea pigs!!!
• AFL – Most lessons include a ‘peer check’ and performance
• ½ termly assessments of performances by teaching staff
• AFL – Most practical lessons have some form of either peer
assessment or teacher assessment
• Screenings of finished films with verbal feedback from staff and
• Presentations or developing ideas with class feedback.
• AFL – ‘We‘ve made a video on peer group assessment Yrs 11 and
12 as part of our performance management for 2006-7. Copies
• AFL – Use a peer evaluation sheet that is completed every few
• We use peer assessment regularly, but particularly in year 9.
What do you want to know?
• I am an empty vessel waiting to be filled.
• How can AFL be incorporated into my current revision provision
without introducing new/often confusing concepts, which
students might have to spend precious time assimilating?
• Transferable skills and techniques that can be used across
papers, sections, questions
• Don’t know really - soz
• Some more integrated AFL lessons
• Short snappy and novel activities that students enjoy and that
rigorously assess their learning.
• How to incorporate revision techniques/styles into teaching for
y9 and y10 to give them an insight into different revision skills to
build on in preparation for assessments and Y11
• Does the ‘lingo’ of AFL match what is already taking place but
just using different words in a slightly different order?
• More effective strategies for knowledge based revision.
• Would like hands on experience, where I am able to take away
new practical ideas to be implemented so as to build up a bigger
bank of AFL + revision activities Motivational strategies and
thinking skills as we have increasingly noticed students’
difficulties with independent work, both in terms of skill base
and self motivation.
• Learning from other people’s knowledge and experiences
• Basically I want to know everything – techniques etc.
• I am just a sponge waiting to take on board all available
information and report back to my department and learn from
• I’m familiar with AFL, what I’d like to know is how (or is?) the
school plans to embed a revision structure across all subjects
when the needs of students (learning styles, literacy, existing
knowledge, individual needs etc) vary so dramatically.
• It would be good to know the best AFL strategies to help with
GCSE revision

What have you learned?

What will you try?