Then, the teacher calls on several pairs to tell the class what their ideas were. During this time learners record their own ideas on paper. Traditionally, AFL has been closely associated with formative assessment because practices such as questioning and providing feedback help ‘form’ or ‘shape’ student learning. 1. For more information on the course and how to book your place visit our website. AFL increases confidence However, be aware that learners cannot become reflective learners overnight. 3. ‘How did what I learned fit in with what I already know?’. However, research suggests that learners will often just read the grade and ignore the comments. While your learners are giving each other feedback, walk around the class to monitor the feedback that each pair is giving. Learners read each other’s assignments and make notes on how much each success criterion was achieved. Every time we speak with educators, the conversation turns to the topics of assessment and evaluation. It usually involves looking at a particular piece of work done by the learner. The formative use of school tests and exams We will examine the theory behind AFL and some of the misconceptions that people often have. Ultimately, self-assessment enables learners to set their own learning goals and be responsible for their own learning. A rubric describes which performances will be assessed and specifies the criteria for assessing them. You can help by providing ‘success criteria’ before your learners start work. A useful technique to make sure that your learners really listen to each other is to tell them that they will have to explain their partner’s ideas to the class. How much do I use self-assessment in my practice? Feedback. This supports the development of the Cambridge learner attributes which says that Cambridge learners are confident, responsible, reflective, innovative and engaged. Establish ground rules for participation and contributions. Hattie's research also shows that using formative assessment in the classroom brings about real-world differences in learner achievement. Am I helping my students learn effectively from summative assessments? The teacher decides when to let the class talk and when to ask them to be quiet. You could show your learners examples of successful work from previous years. This level of our training encourages teachers to reflect on, and take greater responsibility for their teaching as well as become more innovative in their classroom practice. A learner’s confidence in their ability to reach targets through hard work and determination. Questioning. You will learn the key principles of assessment for learning, before exploring two approaches in more detail. *Weeks 3 and 4 will involve putting what you have learned in to practice and reflecting upon the outcome. AFL involves students becoming more active in their learning and starting to ‘think like a teacher’. A short class (15–30 minutes) conducted by a teacher for one learner or a small number of learners. What is it? Questioning technique in which the teacher selects a learner at random to answer a question, instead of learners putting up their hands to answer a question. Would this be effective for your learners? Week 4: Teaching practice and reflection* Then ask them to rate the work, noting how much each ‘success criterion’ was achieved.). After the learners have improved their work, you could give out grades so that the learners know what level they were working at. 2. You could give each learner a set of small coloured circles to hold up. You can also have students reflect on data that you collect as you observe them engaging in the activity, such as the number of times each group engages in negotiation. 4. Misunderstanding To start with, give learners a list of questions to ask themselves, and write down the answers. Metacognition is a term used to describe ‘thinking about thinking’. The first time you try this technique in class, scaffold your learners’ pair or group discussions by reminding them to listen to each other’s ideas and to ask questions of one another. Self-assessment Carefully explain to your students how groups or peer discussion will operate and how students will be graded. A teacher must choose their words carefully when giving feedback. ‘Ali, you have written a good introduction to your story. Marking scheme The learner then has to give their partner ideas for how to improve the work. E.g. Educational/academic goal, set by a learner or teacher on behalf of a learner. Open question (v) Summative assessments (e.g. (iv) Students become more independent in their learning, taking part in peer assessment and self-assessment. Objectively 4. Staff, instructors, and students should have identities established to facilitate collaboration. Although teachers and learners can also learn from their work in formal summative test papers, this is not the main emphasis of AFL. (Assessment Reform Group, 2002 – see Resources and useful weblinks) Developing assessment for learning in your school The ethos of the school is an important contributor in promoting effective assessmen t practices. A successful peer feedback session requires learners to 'think like a teacher' for each other. It can be argued that all of the assessment strategies in this table support AFL if their ultimate use is to help the student progress in terms of their learning. ‘Peer feedback means students chatting to each other’ rather than working on a task' Consider using written contracts. When marking learners’ homework assignments, give a constructive comment instead of giving a grade and a comment (or only a grade).