Assessment is for Learning (AifL)

Formative Assessment in the

Classroom

Vicky Quinn

quinnv@northlan.gov.uk

01236 812723

AifL - BackgroundWhat is AifL? - Assessment is for Learning is a Scottishgovernment funded assessment developmentprogramme, which was launched in 2002 following anextensive public consultation on assessmentpractice. 

The aims of AifL - to actively involve the people who useassessment evidence to inform improvement for learnersthemselves and for the classrooms in which they learn,for their school, and for the wider education system.

AifL - Background

AifL explores three main uses of assessment:• Assessment FOR Learning

- using assessment to support classroom learning and teaching

• Assessment AS Learning - using assessment to promote autonomy in learning

• Assessment OF Learning - using assessment evidence to make sound judgements about learning and school effectiveness.

Assessment FOR Learning

Formative Assessment

5 Key Strategies

Sharing Learning Intentions and Success CriteriaQuestioningFeedback

Self AssessmentPeer Assessment

Inside the Black Box

Raising standards through classroom assessment

A review of 250 pieces of research into assessment.

Conclusion ‘formative assessment …this feature is at

the heart of effective teaching’Black & Wiliam 1998

Assessment for Learning

Sharing Learning Intentions

and

Success Criteria

Learning Intentions and Success Criteria

Learning Intentions – Goals that are set for the outcomeof a lesson or series of lessons. They may be related toa process or the final product.

Success Criteria – making pupils aware of the standardof work expected (how they will know they haveachieved the Learning Intention). It is important to ensure that criteria are expressed inlanguage that is accessible to the learner.It is helpful also if pupils are able to discuss examples ofwork which does not meet the criteria.

Thinking about success criteria:Product success criteria focuses on end points.

Process success criteria focuses on how the learning intention will be achieved.

‘Product’ success criteria are relatively unhelpful for pupils compared to ‘process’ success criteria.

( Shirley Clarke, 2003 )

Learning Intention Success Criteria

We are learning to write an effective characterisation

What I’m looking for is that someone who reads it will feel they really know the person. (Product)

We are learning to write an effective characterisation.

I can / I have statements I have described what the

person looks like I have written about their

personality I included their likes, dislikes

and hobbies (Process)

Success Criteria

Sharing LIs and SC

• Flipchart/whiteboard• Group/individual whiteboards• Group laminated cards (colour-coded/Must,

Should, Could)• Spider diagrams, cluster/cloud diagrams • Context driven boards• Learning loops• Display commonly used/generic success

criteria• Model, use anonymous samples of work with

classes

Assessment for Learning

Effective Questioning - Dialogue and Interaction

Why focus your questioning?

Positive impact on pupil learning Uncovers the extent of pupil knowledge/depth of

understanding Questioning can be used to elicit responses from

every pupil How we deal with responses can affect pupil self-

esteem/confidence

Developing Practical Questioning Techniques for the classroom!

No Hands

Quiz???

When was AifL launched?

A 2000

B 2002

C 2004

D 2006

Quiz???

How many key features appear round the

AifL triangle?

A 6

B 8

C 10

D 12

Quiz???

Name on method to share Learning Intentions

and Success Criteria with pupils

The publication which brought together over 250 pieces

of research into assessment is called ‘Inside the Blue

Box’

True or False

Post Box

Thumbs up/Thumbs Down

Planning for Questioning “Although improving teacher questions is a continual and difficult process, it is an area of formative assessment which can result in relatively rapid, positive change in the classroom.” (Clarke, 2005)

Assessment for Learning

Feedback

‘Feedback to any pupil should be about the particular

qualities of their work, with advice on what he or she

can do to improve, and should avoid comparison

With other pupils’

Black & Wiliam 1998

FeedbackStrategies

Identify successes and next stepsReminder promptsScaffold promptsExample promptsTwo Stars and a Wish, focus on the positive Comments Only Marking Intermediate oral feedbackFeedback from peers - Response Partner/Trio Plenary with whole class

Assessment for Learning

Self and peer assessment

Peer and Self Assessment

…….self assessment by pupils, far from being a luxury, is in fact an essential component of formative assessment.

Inside the Black Box, 1998

….peer assessment can help develop the objectivity required for effective self assessment.

Working Inside the Black Box, 2002

Strategies to Support Peer and Self Assessment

Self Assessment Strategies

•Traffic lights

•Show me boards

•Snowfalls

•Peer Assessment Strategies

•Learning partners (‘two stars and a wish’/ ‘two ticks and a fix’)

•Make a date

•Promenading

•Learning logs/journals

•Formative use of summative assessments

Assessment is for Learning

Has a central role in delivering the capacities of

A Curriculum for Excellence

A Curriculum for Excellence

Education has four main outcomes for children and young people. It aims to help them to become:

Successful learners

Responsible citizens

Confident individuals

Effective contributors.ACfE 2004

successful learnerswith•enthusiasm and motivation for learning•determination to reach high standards of achievement•openness to new thinking and ideas

and able to•use literacy, communication and numeracy skills•use technology for learning•think creatively and independently•learn independently and as part of a group•make reasoned evaluations•link and apply different kinds of learning innew situations

confident individualswith•self respect•a sense of physical, mental and emotional wellbeing•secure values and beliefs•ambition

and able to•relate to others and manage themselves•pursue a healthy and active lifestyle•be self aware•develop and communicate their own beliefsand view of the world•live as independently as they can•assess risk and take informed decisions•achieve success in different areas of activity

responsible citizenswith•respect for others•commitment to participate responsibly inpolitical, economic, social and cultural life

and able to•develop knowledge and understanding ofthe world and Scotland’s place in it•understand different beliefs and cultures•make informed choices and decisions•evaluate environmental, scientific andtechnological issues•develop informed, ethical views of complexissues

effective contributorswith•an enterprising attitude•resilience•self-reliance

and able to•communicate in different ways and indifferent settings•work in partnership and in teams•take the initiative and lead•apply critical thinking in new contexts•create and develop•solve problems

To enable all youngpeople to become