2. What is AfL?
Assessment
of
learning
Assessment
for
learning
Summative
Formative
In-process evaluations of student
comprehension, learning needs, and
progress during a lesson, unit or course.
Used to improve or adapt teaching and
student learning while it is happening.
Used to evaluate student learning, skill
acquisition, and academic achievement at
the conclusion of a defined teaching
period—typically at the end of a project,
unit, course, term, or school year.
EVALUATIVEDIAGNOSTIC
6. AfL at JHNCC
At John Henry Newman Catholic College, the
school’s ‘key drivers’ underpin the approach
towards assessment for learning.
STAR (Stop-Think-Act-Reflect)
Every Second Counts
Precision Planning
Students Leading Learning
Technologies Enhancing Learning
Literacy
7. STOP
• The learning process is paused to enable opportunity for
pupils to reflect on their feedback.
THINK
•Students read through their feedback, including a ‘What
Went Well’ comment and ‘Even Better If’ suggestions
made by the teacher or peer assessor. They should
consider how they can use this feedback to make
improvements.
ACT
• Students are given the opportunity to make improvements
to their previous effort at a task or activity, using the
‘Even Better If’ comments and success criteria to secure
progression.
REFLECT
• Having made their improvements, students are
encouraged to reflect on the impact of these changes on
the quality of their work and to consider how this has
impacted on the progress of their learning.
STAR
STAR in action...
8. Students Leading Learning
Students are encouraged to take responsibility for their own learning as well as the
learning of others.
One way in which this is incorporated into lessons is through the provision of
opportunities for self and peer assessment.
Having been provided with the success criteria for particular tasks, and with the learning
objectives in mind, students are regularly required to judge the strengths and areas
requiring improvement of their own, or their partner’s , work. This is usually done in
the form of a WWW and EBI to align with the school’s STAR policy.
Having conducted self or peer assessment, students are then provided with time for a
STAR opportunity, enabling them to act upon targets identified by either themselves
or their peers in order to make progress with their learning.
9. Precision Planning
Teachers at JHNCC are encouraged to incorporate a wide
variety of AfL techniques into the teaching and learning
cycle so as to monitor progression and enable teaching to be
adapted to suit the needs of all learners.
10. Questioning
Questioning plays a vital role in driving AfL at JHNCC.
A hinge question is based on the
important concept in a lesson that is
critical for students to understand
before you move on in the lesson.
Questioning using Bloom’s taxonomy
enables teachers to promote higher
order, deeper thinking amongst
students.
11. Plenaries
Mini-plenaries are incorporated into lessons, whilst
teachers are encouraged to protect time at the end of
each lesson to focus solely on an AfL-inspired plenary.
Identify your
own learning
needs based on
today’s
objectives.
12. Technology Enhancing Learning
There is an emphasis on utilising new technologies to support and
enhance teaching and learning at JHNCC.
As such, iPads and internet-based software are used as a way of
conducting AfL in an interactive and engaging manner.
Socrative quizzes
Learning
blogs
iPads
