25/02/2021

Part 1: Introduction
Assessments, ugh.

 Formal or informal?

 Summative or formative?

Assessment for learning is…

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The AfL approach

The emphasis is not on Afl, it’s on AfL!

Not assessment for its own sake.

Not assessment for grading.

Key elements:

 interactive dialogue for feedback

 collaborative learning

 responsibility and independence in learning

Teachers and pupils

must be aware of:

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4 main processes
1. Questioning enables a student to find out what
level they are at (with the help of their teacher).

2. The teacher provides feedback to each student

about how to improve their learning.

3. Students understand what successful work

entails for each task they are doing.

4. Students become more independent in their

learning.

Questioning
Diagnostic questions:

 Hinge-Point questions

 Encouraging intentional dialogue (‘rich’ questions)

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Questioning
 Hinge-Point questions
e.g. AfL focuses on:
1) Grading?
2) Making lessons more engaging?
3) The process of learning?
 Encouraging intentional dialogue (‘rich’ questions)
“Is it always true that metals are dense materials?”

Feedback

 Here/There/How

 Encouraging reflection and critical thinking

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What success entails

Keep making reference to:

 L.O.

 Success criteria

 Model work examples

Responsibility and
Independence
 Peer- and self-assessment

 From quick or minor tasks to

lengthy exam-style assignments.

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Summative assessment?

 Summative assessments
(e.g. the student’s exam or
portfolio submission) are also
used formatively to help
them improve.

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AfL toolkit

 If you are stuck for what

to use in AfL, the AfL
toolkit is a famous
PowerPoint including
dozens of ideas.

 Just look it up on Google

or TES.

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Part 2: lesson
structures
 Plenary activities for end of lesson

 Mini-plenaries throughout

Plenary ideas:

 HPQs or multiple-choice sheets

 One sentence summary (or a tweet:140 characters)

 Game-style quiz (in small groups or individually)

https://www.surveymonkey.co.uk/mp/quiz/

 R-A-G or 1-10 confidence scale (link to beginning)

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Beginning of lesson
ideas
 Clear-it-up (Post-its or direct questions)

 Confidence scale (repeat at the end for

demonstrating progress)

 Rich questions as starters – to return to at the end

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Full unit/lesson/topic
recap
 Model work at different levels (based on where
they are now!)

 Model work presentation idea:

“Peer”-assessment, peer-assessment (can be

comment-only!), self-assessment, group creation of
model work.

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More general comments

 Harness the energy at the start of the lesson!
(hangman, structured kinaesthetic activity with post-its,
etc.)
 Previews, overviews, recaps: give them a map!

 Feedback ratio of 2 (positives):1 (negative)

 Secure understanding of success criteria

(e.g. “pick your best work and explain why it is so”)

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