3. Why we thought we needed to look into Afl for
KS4 in MFL
1. In 2011 a new GCSE specification was introduced
and although we had the assessment criteria it was
not clear what was expected from students to get
certain grades
2. By looking at the TES forum and talking to
colleagues from other schools it was clear that it
was a national “problem”
3. If in the old specification there were concrete and
detailed description of grades with the new one
there was none
4. Why AfL? – discussion
1. Is it clear to you and your students what is expected
from them?
2. Can you break criteria down into student friendly
language? (i.e. we found that the assessment criteria
for MFL were too general and wooly and did not give
students specific examples)
3. Have you talked to colleagues from other schools?
4. What did you/ could you do ?
5. What we discussed we could do better in
MFL:
• CHALLENGING ACTIVITIES
• LADDERING QUESTIONS
• TIME FOR THINKING
• QUESTIONS RATHER THAN COMMENTS WHEN
MARKING BOOKS
• BUILD IN TIME IN LESSON FOR DISCUSSING THE
COMMENTS
• PEER AND SELF-ASSESSMENT, PUPIL FRIENDLY
LANGUAGE & EXAM MARK CRITERIA PUPILS FRIENDLY
LANGUAGE
• MORE SCAFFOLDING TO MAKE THEM MORE
INDEPENDENT
• STUDENTS ASKED TO EXTEND ANSWERS OF THEIR
PEERS
• GIVE ANSWER THEY GIVE THE QUESTIONS
6. Some examples for self-assessment grid
• file://localhost/Users/stmb05/Desktop/AFL_LP/
Self_assessment_French.xlsx
7. Some examples of how to improve their
written/speaking work
• file://localhost/Users/stmb05/Desktop/AFL_LP/
Grade_B.doc
8. Some examples of students comments about
the grid and way of marking
file://localhost/Users/stmb05/Desktop/AFL.m4v
9. • What ways do you use AfL and how could you
make it more effective?
