The document discusses assessment for learning (AfL). It defines AfL as being part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation to enhance ongoing learning. The key elements of AfL are knowing the goals of learning, comparing actual performance to desired performance, and taking action to close gaps. The teacher's role is to get alongside learners, notice and respond to learning, promote dialogue, and establish an environment where learners take responsibility for their learning. The learner must know the goals, standards, their current achievement, and how to improve.

1. Assessment for Learning
Mark Barratt

2. • Why bother with Assessment for
Learning (AfL)?
• Review and recap the elements of AfL

4. Why bother with AfL?
• “The act of teaching requires deliberate interventions to
ensure that there is cognitive change in the student; thus the
key ingredients are being aware of the learning intentions,
knowing when a student is, having sufficient understanding
of the student’s prior knowledge, and knowing enough
content…” Hattie (2012)
• Sadler (1989) identified three indispensible conditions for
improving the quality of the student’s learning. The teacher
and learner have to: know the goals of learning and what
successful achievement ‘looks like; compare actual
performance to the desired performance (goal); engage in
appropriate action/ strategies to bridge the gap between
expected and desired performance

5. Assessment for Learning
What is your understanding
of Assessment for Learning?
RALLY ROBIN

6. Definition
• Klenowski (2009) defines Assessment for
Learning (AFL) as being “part of everyday
practice by students, teachers and peers
that seeks, reflects upon and responds to
information from dialogue, demonstration
and observation in ways that enhance
ongoing learning” (p.264).

7. Definition
• Assessment for Learning places students at
the fore, recognizes that learning is an
activity that happens with others, and
emphasizes assessment happening in the
moment.

8. Activity
• Work with you shoulder partner and
highlight the key points in your reading –
Assessment for Learning, Self-Regulated
Learners
• Face to face partners swap key ideas

9. Quiz-Quiz-Trade
• AfL
• SRL

10. The Learner’s Role
If the learner is to take an active role in the learning process
he/she needs to know /understand:
• Where the learning is going(goal/s);
• What is expected in terms of performance and/or
standards (criteria, exemplars …);
• The nature of current achievement, what needs
improvement and how this might be effected
(evaluative knowledge);
• How to bring current performance closer to what is
expected (productive knowledge).

11. The Teacher’s Role is to:
• Get ‘alongside’ the learner(s), noticing, recognising and
responding to learning, during learning [importance of
knowledge bases];
• Promote dialogue between learners, and between the teacher
and learner(s) so they can co-construct understandings, ask
questions …
• Establish an environment and program that encourages
learners to take responsibility for and ownership of their learning
(to become self-regulating learners )
eg: provide authentic opportunities to set goals, generate
feedback, review peers’ work, self-monitor, reflect on learning

12. Rally Table
• The role of the teacher:

13. Where to next?
• Assessment for Learning married to Cooperative
Learning