The document discusses the differences between assessment of learning and assessment for learning. Assessment for learning involves seeking and interpreting evidence to help learners and teachers understand students' progress and next steps. It benefits students by making them more responsible for learning, recognizing next steps, building self-esteem, and becoming active partners in learning. Teachers benefit through a shift in responsibility to students, more efficient lessons, feedback to monitor progress, and identifying needs of groups and individuals. The document provides tips for implementing assessment for learning such as using feedback, peer assessment, and sharing learning goals and criteria.

1. Assessment for Learning
‘the process of seeking and interpreting evidence for
use by learners and their teachers to decide where the
pupils are in their learning, where they need to go next
and how to get there’
NOT
Assessment of Learning
summative assessment for the use of grading and
reporting

2. WHY?

3. What’s in it for our girls?

4. What’s in it for our girls?
• They become more responsible for their own learning
• They recognise the next steps in their learning
• Feel more secure about taking risks
• Raises self-esteem and moves them towards ‘I can’ rather than ‘I can’t’
• Active involvement in the learning process (partner not recipient)
• Increases independence and motivation

5. What’s in it for us?

6. What’s in it for us?
❖ Shift of responsibility from teacher to pupil
❖ Smoother, more efficient lessons
❖ Pupils provide us with feedback so we can monitor progress
❖ Identifies next steps for a group/individual
❖ Pupils start to explain themselves more clearly
❖ More opportunities to challenge the most able
❖ Pupils do more of the work!

7. My lessons ...
❖ Spoon-feeding
❖ Predictability of activities / routine
❖ I give them the answers too easily
❖ Focuses on learning content, not skills or thinking
❖ Pupils become MORE dependent on me the longer they are
in school

8. HOW?

9. AfL should ...

10. AfL should ...
❖ Use effective questioning techniques
❖ Use marking and feedback strategies
❖ Share learning goals
❖ Use peer and self-assessment

11. 4 main categories of AfL
❖ Questioning
❖ Feedback
❖ Peer assessment
❖ Sharing objectives and marking critieria

12. 10 Top Tips

13. 10 Top Tips

14. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning

15. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think

16. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required

17. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question

18. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades

19. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
❖ Use dialogue when handing back books and work

20. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
❖ Use dialogue when handing back books and work
❖ Modelling: look at a finished product before starting a task

21. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
❖ Use dialogue when handing back books and work
❖ Modelling: look at a finished product before starting a task
❖ Learning objectives ... could be in the form of what we are learning today

22. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
❖ Use dialogue when handing back books and work
❖ Modelling: look at a finished product before starting a task
❖ Learning objectives ... could be in the form of what we are learning today
❖ Peer assessment, either in pairs of groups. Get the girls to decide on success criteria first

23. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
❖ Use dialogue when handing back books and work
❖ Modelling: look at a finished product before starting a task
❖ Learning objectives ... could be in the form of what we are learning today
❖ Peer assessment, either in pairs of groups. Get the girls to decide on success criteria first
❖ Share good work: show the class some examples of work they have done.