UNIT 7

Level 3 Diploma in Specialist Support for Teaching and Learning in Schools

Planning for Unit 7: Support assessment for learning. (AFL)

Candidate: Vera Silva Workplace: Burbage Junior School

Date plan agreed: 19-10-2020 Tutor: Sameena Malik
Completion date: 02-11-2020

Unit Aim
This unit provides the knowledge, understanding and skills to support assessment for
learning. It requires demonstration of competence in using assessment strategies to promote
learning, supporting learners to review their learning strategies and achievements, and
working with the teacher to review assessment for learning processes and outcomes.

Intent:

 To understand AFL
 Identify strategies that teachers use to inform assessment
 Understand the difference between formative and summative assessment.
 Contribute to developing assessment for learning opportunities and outcomes within the
learning environment. (observations)
 Observe classroom practice to record the learning objectives, identify the personalised
learning goals for individual pupils and associated success criteria and make suggestions
 To reflect on the impact of feedback from their peers

Implementation:

 Use Venn diagram to compare and contrast the roles of the teacher and the learning
support practitioner in assessment of learners’ achievements
 Identify the difference between formative and summative assessment, provide examples
from your own classrooms.
 Write a concise explanation of the characteristics of assessment for learning
 Describe the importance and benefits of assessment for learning
 State what peer/self-assessment entails.
 In the final assignment illustrate, how assessment for learning can contribute to planning
for future learning.

2 Vera Silva – Level 3 Diploma in Support for Teaching & Learning in Schools - 2020/2021
 UNIT 7

Impact:

This unit was essential to know more about the assessment for Learning and how the
assessment for Learning is relevant for my role as a Teacher Assistant in the classroom.
It was important because I didn’t know much about this and gave me more knowledge than
I will use in the classroom.
AFL gave me a new perspective of how everyone works or needs to work along for a
successful learning process.

Signature of Candidate Assessor

2 Vera Silva – Level 3 Diploma in Support for Teaching & Learning in Schools - 2020/2021
 UNIT 7

1.1 Compare and contrast the roles of the teacher and the learning support
practitioner in assessment of learners’ achievements
In the Classroom all roles are important. Each one of us has an important role, and the role as a
whole contributes to the learning success of the children.
The teachers have the most important role because they design and carry out the assessment.
They are responsible for setting learning objectives, planning the learning (according to National
Curriculum), monitoring the progress of the students, making observations and questioning,
reviewing and planning them again, and giving marks. The assessment gives the teacher
awareness of the learning objectives, why students need to learn, whether they are achieving that
learning, and how they can better empower students.
In Resume, the teacher Plans the lessons, the learning objectives, and success criteria,
identifies learning needs, monitors and assessments of performance, and the grading.
The teacher Assistant (TA) is responsible for monitoring student's progress, observations, and
questioning. TA can also be responsible for monitoring activities and share feedback with the
teacher (how well the student has done or where they have had difficulties), but only the teacher
can give marks.
In resume, a TA works with the teacher (contributions to planning), explains and reviews the
learning objectives, supports students to reach their full potential, monitors performance, and
provides feedback to the teacher.

1.2 Summarise the difference between formative and summative assessment

There are two different types of assessment in school: formative assessment and summative
assessment.
Formative assessment is carried out during the learning process ongoing and aims to monitor
the learning process of the students and give feedback to the teacher in order to improve the
Learning Cycle (Plan, Deliver, Review) and to support the learning process of the students. It also
gives the students an overview of their strengths and weaknesses to improve their future work.
This type of assessment gives the teaching staff an opportunity to identify which individual areas
the students find more difficult and to find a way to resolve the situation. Formative assessment is
not necessarily measurable and does not give the student a grade.
Types of Formative Assessment: Quiz, checking understanding during the activity, diagrams or
charts, homework or classwork, observing and listening to the students during their tasks,
evaluating the work done alongside the students, or asking the students to retell the details they
had understood on the topic.
Summative assessment is used to evaluate the students at the end of a work unit or academic
year (GSCE'S). Students are compared with a national standard for a particular subject or work
unit. The summative assessment assesses the final knowledge, is introduced to know how much
students had learned on all subjects and they had a grade for the student final work. This grade or
result affects the student's progress to the next level (is a measurable achievement).
Types of summative assessment: GSCE exams, SATS, end of Unit Tests, End of term portfolios.

2 Vera Silva – Level 3 Diploma in Support for Teaching & Learning in Schools - 2020/2021
 UNIT 7

1.3 Explain the characteristics of assessment for learning /1.4 Explain the importance
and benefits of assessment for learning
The characteristics of assessment for learning (AFL) are that AFL is a tool used by the Teachers
to understand their student’s achievements, where they are, where they need to be, and the best
way to get them there. AFL is a teaching tool that makes teaching and learning more rewarding
and successful. This progress of learning is a child-centred approach and monitors them to support
their learning. The main reason for AFL is that if the student understands the aim of their learning
process, they will work to achieve the aim.
The teaching staff needs to have an accurate assessment, they need to know the National
Curriculum aims and do an effective plan to deliver to the students. Once they know this, they
need to share the learning objectives with the students for them to be more engaged, giving them
praise and working along with them, focusing on their learning using all the valid methods for a
fair assessment.
Is important to share feedback with the teacher to identify a barrier to the student’s progress,
this will motivate the students and also the teacher to improve, plan, and program the next
learning cycle.
The AFL is a key professional skill and gives the teaching staff a focused assessment because
identifies the areas of learning that are blocked to work one-to-one to help the learner to improve.
With AFL is possible to develop the capacity for self and peer assessment, the AFL motivates
the students and carry on with the learning process.
There are Key characteristics of the AFL – Sharing Learning outcomes, questioning children
about the learning, sharing feedback, Pear and self-assessment, Promoting confidence.
Sharing Learning outcomes and reviewing,  all tasks during the learning process provide an
opportunity for assessment, for that reason when the learning objectives are shared with the
students at the beginning of the lesson, the students engage better and understand easily what
the teacher will be. Is also important to questioning them during the learning process to have
feedback and evaluate what they are learning, this will give us an idea of what they are learning,
and we can adapt if necessary, to help them through this process. If children know what they are
going to talk about their expectations will be raised, they will feel motivated and will engage easily
in the Learning Process. Is very important to review at the end to understand where they are what
they have learned. The benefit of sharing learning outcomes is to clarify the goals and the success
criteria of AFL, everyone will know what to do and how to do it.
Questioning children about learning  is very important to question them about what they know,
using open-ended questions. with questioning the students will reflect and understand clearly what
they already know. Is also a great opportunity to motivate them and praise them for what they
already achieved. The benefit of questioning children about learning is that improves our
relationship with the learner helping them to engage the learning.
Sharing feedback or providing feedback will give students tools to improve and take the next
steps. This feedback can be oral or written, must be constructive and positive, identifying what the
student has done well, what needs to be improved, and how to do it. At this stage is necessary to
identify the next steps (for groups or 1:1). The benefit of sharing feedback is that promotes their
self-responsibility in learning and understand their progress learning tends to improve their
confidence and self-esteem improving their learning all round.
Peer and self-assessment - are very important to improve learning, for that to happen children
need to engage in the activity. With this activity, they will give each other valuable and will
support each other to improve. For that reason, is very important to promote peer and self-
assessment time. Is important for the students to have time to absorb their learning, giving them
time to talk about what they have learned with their peers or teacher, this will give them the
ability to understand what they found difficult and to use the learning objectives as a focus to
continue. Absorption of learning ensures the student’s the information that they need to retain and
when they reflect that they are encouraged to do better and improve. So, when we encourage
them during the activity to talk with their partner, we are taking this step. The benefit of peer and
self-assessment is that improves student attainment, gives them the self-confidence to work with
their peers become active learners, and seeking for more knowledge or information. Another
benefit of this key characteristic is that classroom interaction becomes more engaged because
they feel secure in their environment.
Promoting confidence.is very important in AFL because builds the student's confidence and self-
esteem encourages them to think and reasoning along with their peers. All responses have value,
and if the student feels that even their mistakes are valued, they feel safe and encouraged to enrol
in all teaching opportunities. Their self-esteem will grow and improve their results because will
build their confidence. The benefit of promoting confidence is that increases the student’s
motivation and confidence. In a safe environment, they feel valued increasing their confidence and

2 Vera Silva – Level 3 Diploma in Support for Teaching & Learning in Schools - 2020/2021
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increasing their work results. With all of these key characteristics, the students will be empowered
for their daily tasks.
As Teaching staff we need to give to the student’s all the tools that they can use to work better,
we need to reflect on their work to help them to improve, we need to choose the appropriate tasks
or activities and provide them time to do it and reflect about it. When is necessary, we need to
adjust planning, evaluate our methods, resources, and activities to give the student’s a good AFL.
In resume, when AFL is applied in school’s students and teachers benefit from that. Students
become more aware of their strengths and development areas and can be more autonomous and
independent. With that autonomy students don’t longer rely on the teacher's praise to be able to
do their work, this will give them a sense of achievement and raising self-esteem. The AFL relieves
the tensions and anxiety of final exams and gives to students a positive learning experience.
Students can act directly with what is happening in class, become more able to express
themselves, and ask questions when they need it, this is the key to their progress in learning.
In another way, AFL helps to build positive relationships, and this helps the teacher to have a
good report with students. AFL helps the teacher to make the learning environment a positive and
enriching one because students can feel that the teacher is there to support them and help them.
With AFL teachers can understand the abilities of each student and apply any support that they
need or will need (adapting and adjusting when necessary). When teachers use AFL, they don’t
need to wait for the final tests to assess their student’s progress because AFL improves the
learning outcomes for all the children.
AFL children know what to expect and what is expected from them giving a positive impact in
the classroom, is natural, integral, and essential for effective learning.

1.5 Explain how assessment for learning can contribute to planning for future learning
carried out by: the teacher, the learners and the learning support practitioner

Assessment for Learning is a great help to plan future learning cycle because AFL is an on-
going activity. All the information obtained from AFL can be used in planning activities and lessons.
The assessment involves the student, the teacher, and the support staff (Teacher assistants –
TA), and each one contributes to this process in a different way.
AFL will give student’s a good way to learn their gaps and prepare them for future assessments,
helps them to identify their own needs, become more engaged, and are empowered with
constructive feedback (with their peer cooperation), taking more responsibility for their learning.
AFL gives the students feedback that will improve their approach in the future improving their
attainment, they can build on areas that have gaps.
AFL gives teachers access to student’s abilities helping them to set their future targets, self-
access to improve their skills and their gap. With AFL teachers can set realistic aims according to
each child’s stage of learning (adapting every time that they need), they can determine what was
successful and which approaches to take in the plans (what may work or not work when planning
future learning activities). Also helps with group working activities plans because gives the teacher
knowledge of their student’s abilities for them to work together in groups. Also gives the teacher
access to improve their gaps and improving their own personal skills.
AFL gives to Teaches assistants (TA), a good opportunity to be prepared in advance because
provides a variety of resources to be aware of the group's needs and to support them in the future
Learning cycle. The TA engages their work along with the Teacher exchanging ideas and working
together to bring solutions for the learning process. TA will be more prepared and challenge
because AFL gives the TA the best way to question the students on their learning, challenging
more the students. Is also a great opportunity to know what strategies work better and improve
your skills and gaps. As a TA I can use AFL to help children, observing them and support them
during the activity promoting confidence through assessment.

2 Vera Silva – Level 3 Diploma in Support for Teaching & Learning in Schools - 2020/2021
 UNIT 7

Bibliography

 https://www.youtube.com/watch?v=X0_SnxqZrUI
 http://webarchive.nationalarchives.gov.uk/20101119131802/http://nationalstrategies.stan
dards.dcsf.gov.uk/primary/assessment
 https://webarchive.nationalarchives.gov.uk/20101023111040/http://nationalstrategies.sta
ndards.dcsf.gov.uk/search/primary/results/nav:77202

2 Vera Silva – Level 3 Diploma in Support for Teaching & Learning in Schools - 2020/2021