Assessment for Learning – Buzzword or Brilliant?

After multiple requests from teachers, we have recently launched our Assessment for Learning Bootcamp. For more information click HERE.

There are many researched components to Assessment for Learning (AfL) and it’s use in the classroom – the more you learn about the theory, the more of it you can implement.

Much of what comes under the umbrella term of Assessment for Learning, are more than likely, things that you are already doing to some extent in the classroom. They may just need a little bit of tweaking and refining.

One of the most effective and easiest ways of utilising AfL in the classroom is by building the strategy around questioning. It is time and cost effective, informs teaching and one of the most important techniques that teachers develop.

If we simplify what is meant by Assessment for Learning, it is the regular checking of progress made by students. This assessment can be done by teacher, peer or self. The most important part of AfL, is that this assessment is “for learning”. For example, if you learn that 10 students do not understand a concept, the teacher can quickly take steps to address this.

Assessment for Learning allows to teachers to adapt lessons to ensure understand, rather than waiting until you test students and mark work (Assessment of Learning), when the moment has passed.

Assessment for Learning is “live” and must be planned into lessons consistently and findings must be used by teachers within the lesson!

Developing Questioning with AfL:

Developing Questioning with AfL:

• Plan questions in advance using Bloom’s Taxonomy for guidance.
• Try “no hands up” questioning. This means all learners have to engage as they could be expected to answer.
• After asking a question, give students time to think. 10 seconds. Be comfortable in silence!
• Pause after a student has answered a question to give them time to develop it.
• Use “talking partners”. Allow students time to discuss answers with a partner. “Think, Pair, Share” is a technique that develops this type of self and peer assessment. Students think about the answer on their own for a minute. In pairs, they discuss their thoughts. Answers are shared with a larger group or the class.

• Give students “lifelines”: 50/50, phone a friend, ask the audience.
• Ask follow-up questions. “Pose, Pause, Pounce, Bounce” is a technique that encourages follow-up questions and development of answers. The teacher poses a question. The teacher pauses to allow for thinking time. The teacher pounces by saying a student’s name to answer and bounces to another student to develop the answer.
• Create opportunities in lessons for pupils to ask questions.