Monitoring of Assessment for Learning  Focus 1 – Learning Objectives 1 = Strong evidence 2 = Some evidence 3 = Limited evi...
Monitoring of Assessment for Learning  Focus 2 – Learning Outcomes and Success Criteria 1 = Strong evidence 2 = Some evide...
Monitoring of Assessment for Learning  Focus 3 – Questioning 1 = Strong evidence 2 = Some evidence 3 = Limited evidence 4 ...
Monitoring of Assessment for Learning  Focus 4 – Oral and Written Feedback 1 = Strong evidence 2 = Some evidence 3 = Limit...
Monitoring of Assessment for Learning  Focus 5 – Peer and Self Assessment 1 = Strong evidence 2 = Some evidence 3 = Limite...
Monitoring of Assessment for Learning  Focus 6 – Curricular Target Setting 1 = Strong evidence 2 = Some evidence 3 = Limit...
Monitoring of Assessment for Learning  Focus 7 – Learning Environment 1 = Strong evidence 2 = Some evidence 3 = Limited ev...
Monitoring of Assessment for Learning  Focus 8 – Differentiation 1 = Strong evidence 2 = Some evidence 3 = Limited evidenc...
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Afl audit

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Afl audit

  1. 1. Monitoring of Assessment for Learning Focus 1 – Learning Objectives 1 = Strong evidence 2 = Some evidence 3 = Limited evidence 4 = No evidence Teacher and Class Date Progress and Comments Learning objectives in each lesson are clearly shared with students and are separate from the explanation of the activities Learning objectives revisited during the course of the lesson Students can explain what they are trying to learn and why Questioning and explaining is focused on the learning objectives Learning objectives for the lesson can be tracked back to the overall Assessment Objective of a given SoW or course
  2. 2. Monitoring of Assessment for Learning Focus 2 – Learning Outcomes and Success Criteria 1 = Strong evidence 2 = Some evidence 3 = Limited evidence 4 = No evidence Teacher and Class Date Progress and Comments Learning outcomes / success criteria for each lesson are shared with students Learning outcomes / success criteria are differentiated to ensure that all students can make progress towards the learning objectives Learning outcomes / success criteria form the basis of feedback to pupils If asked in a lesson students can explain what they need to do to demonstrate success
  3. 3. Monitoring of Assessment for Learning Focus 3 – Questioning 1 = Strong evidence 2 = Some evidence 3 = Limited evidence 4 = No evidence Teacher and Class Date Progress and Comments Questioning targets all students using a range of strategies such as ‘no hands up’ Students are given wait time and paired discussion time to respond to questions in lessons Teachers create an atmosphere of trust in which students’ opinions and ideas are valued and wrong answers are not feared Questions are planned for in lessons in order to engage pupils in thinking for themselves Teachers model the type of questions they may want students to ask Questions are staged and sequenced with increasing levels of challenge
  4. 4. Monitoring of Assessment for Learning Focus 4 – Oral and Written Feedback 1 = Strong evidence 2 = Some evidence 3 = Limited evidence 4 = No evidence Teacher and Class Date Progress and Comments Oral and written feedback is focused on the shared learning objectives of the lesson There are planned opportunities in lessons for regular and frequent oral feedback Teachers use strategies to help students overcome being stuck without giving them the answers Students work is marked in line with departmental and whole school marking policy Written feedback provides helpful comments on how students can improve their work and make progress towards their targets Students are given the opportunity to reflect on written feedback and respond to it during the lesson
  5. 5. Monitoring of Assessment for Learning Focus 5 – Peer and Self Assessment 1 = Strong evidence 2 = Some evidence 3 = Limited evidence 4 = No evidence Teacher and Class Date Progress and Comments During lessons students are encouraged to reflect on what they have learned and what they need to do to improve Students are trained how to assess each others work and provide fair and helpful feedback to others There are planned opportunities for students to assess their own work and each others work Students are encouraged to discuss what strategies they might use to learn what they need to do Students take increasing responsibility for assessing their own progress and can relate this to their personal targets
  6. 6. Monitoring of Assessment for Learning Focus 6 – Curricular Target Setting 1 = Strong evidence 2 = Some evidence 3 = Limited evidence 4 = No evidence Teacher and Class Date Progress and Comments Teachers have a good understanding of their subject in terms of progression in key concepts and skills and how this links with grades and levels Subject leaders review milestone summative assessments results and check these are standardised across teachers in their departments Subject leaders review progress and check data and ensure these are accurate and supported by evidence Teachers regularly use an appropriate range of data to baseline pupil performance, set targets and judge progress
  7. 7. Monitoring of Assessment for Learning Focus 7 – Learning Environment 1 = Strong evidence 2 = Some evidence 3 = Limited evidence 4 = No evidence Teacher and Class Date Progress and Comments Grade and level descriptors are visible in rooms Exemplar work is made available to students in order to see what they need to be able to do at each grade Displays are used to support AfL Seating is organised to support peer and self assessment
  8. 8. Monitoring of Assessment for Learning Focus 8 – Differentiation 1 = Strong evidence 2 = Some evidence 3 = Limited evidence 4 = No evidence Teacher and Class Date Progress and Comments Teachers plan for all groups of students within a lesson Teachers plan for a verity of different styles of learning Teachers plan for appropriate time scales for different groups of pupils within a lesson Teachers plan for students to select tasks from a menu of options in some lessons to cater for their interests Teachers provide a bank of resources to choose from Teachers use a variety of teaching and learning resources including visual, auditory etc Teachers organise pairings and groupings to cater for individuals and groups of students Teacher use dialogue, language, questioning and support appropriately for all groups and individuals Teachers differentiate by outcome for all groups of students

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