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Assessment for Learning is one of the most important purposes of assessment. It is not the only purpose and is to be distinguished from assessment of learning, which is carried out for the purposes of grading and reporting.
Assessment for Learning is one of the most powerful ways of improving learning and raising standards.
Assessment for Learning is - the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
Assessment for Learning should -
- Be part of effective planning of teaching and learning
- Focus on how students learn
- Be recognised as central to classroom practice
- Be regarded as a key professional skill for teachers
- Be sensitive and constructive because any assessment has an emotional impact
- Take account of the importance of learner motivation
- Promote commitment to learning goals and a shared understanding by students and staff, of the criteria by which they are assessed
- Help learners know how to improve through constructive guidance
- Develop learners' capacity for self-assessment so that they can become reflective and self-managing
- Recognise the full range of achievements of all learners.
AfL at The Marches
We aspire to the following indicators of good practice:
A high profile is given to AfL in whole school policies and practice, setting a sustained agenda for development.
The principles of AfL are explored and a common language developed that is understood by all. Practice reflects this understanding.
We give recognition to the fact that change can feel risky and deskilling but remain convinced that this is necessary and act to support staff through this time.
Provide opportunity and motivation for staff to engage in regular dialogue on practice, sharing what works when why and how to improve practice.
The ethos of the school promotes an enthusiasm for learning amongst staff and pupils and encourages risk taking.
Systematic monitoring and evaluation of the effectiveness of teaching, learning and assessment, providing feedback and support where necessary.
Holding people responsible for their own practice.
Teachers and students are clear about the learning objectives of a task and the criteria for success
Gathering information using a variety of assessment techniques to suit the pupils and the nature of the learning e.g. observation, discussion, questioning, error diagnosis, analysis, marking, self/peer assessment, testing
Teachers use the information gained to adjust future teaching plans
Written Feedback
We have moved away from comparing students against one another. Grading and scores will not form part of written feedback.
Pieces of work are marked – by the teacher, the pupil, or another pupil – showing at least that notice has been taken.
Not all pieces of work can be ‘quality marked’. It helps for the teacher and pupils to be clear about whether a piece of work will simply be acknowledged, or whether it will receive detailed attention.
Detailed target marking with personal diagnostic comments which will help to inform future progress for pupils will appear at regular intervals on pupils' work.
Target marking will be used with key pieces of work in the topic; other work may well be assessed in another way which may not have indications of teacher marking.
Target marking will focus on what the student has done well and what they need to do to improve (A Curricular Target) in roughly 2:1 ratio with linked explanations.
Curricular Targets will show the next steps for a students and how to get there (How to bridge the gap) – See also section on target setting.
Curricular targets recorded will be referred to when a task using similar skills is set again. Students will be expected to look back at comments to improve their new task.
When targets are used, they should be referred to in the marking of subsequent pieces of work, targets give the marking focus.
Teachers aim to return work, duly marked, within one week of collection. Teachers should let pupils know when they can expect their work to be marked and returned.
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