The document provides examples of formative and summative assessment strategies that teachers can use to show student progress, including using success criteria, tiered progress charts, and tracking boards to provide formative feedback during lessons, as well as methods like target logs and tracking student progress over time through acknowledgement marking and glossary exercises for more summative assessment. The presentation emphasizes that assessment for learning is most effective when teachers act on the results by differentiating instruction or providing additional support for students who need it.

1. <ldJ.ibN
ssaJ6oJd
6u~M04S:6U~UJD3l
Jo:}-t-uawssassv

2. ......
Idoa •a·: ~ingP4$S o.ld~r;paM-U~ c(lt<l All6wstor?c~!i.l~o,.nin!).l•nk~.
today's leo.rntng to past and t}Jture learning: qwckly focus on teqrnmg ·J
~~J~~t1y~~~ Allows fo~ _ct.cl,e~t59"tinuatJq~_.t~r(l}~hth_~_J~~~· ,;:
On the yellow card write
examples of AfL(formative)
and on the white write
examples of summative
assessment.
I know what AfL is and loads of ideas that I use. I use AfL
in every lesson.
&111&111
Possibly, probably,
not sure, maybe,
perhaps, sure,
certain...
1-df!a 2 - line of confiden<:e during lessor~. different colour post it n:Jtes for
different points m lesson (shows progress)
.;.
20/10/2016
Assessment for Learning-
showing progress
I. Progress during lessons
2. Progress over time
Success Criteria
To know the importance of both
Clear L0 and success
cr1ter1a that thread
through the lesson ore
cruc1al
• To leave with a few ideas of how to show/see progress
during lessons and over time.
What is AfL?
Need to assess progress (beg, mid and end of lesson is the
usual structure).
Must Acr on the progress, so if some falling behind or not
progressing as shoula; neea to do something about it
(difterent•ation/access). Also someone meeting all
criteria, need to stretcli them.
Idea 3 ~Three Tiers of PrQgre;s. This 15 a visual Way for the students to
see the progress tha• they ore making in the !ess-::m. It con be c display
b-oard lh the classroom or Stmply a template displayed on a pvwer point slide
The board is divided into three horizontal columns, e-ach column containmg
the title "Novice, Apprentice Ofld EJ~::pert"', Students etther have small
picture_s of themselves or jUst their name and move themselves ;nto the
categOry that best suits them at that particular time in the lessen
Students shOu!d be using the success cr1teria in the lesson tc move
themselves high:er up the tiers- the cHm is tobecotne_an expert in the topic
py the end of the lessor,.
Idea 4 ~ Track Racing. Dtsp!ay the image of <1 track and use the structure.
of a race as a way of students demonstrating progress.
Stage 1 is the start line: what do they kMw already? Annotate thew track
or make o statement in thetr book.
Stage 2:first bend/hurdle. _After hav1ng tought a little content. what can
they add to the1r initial thoughts/knowledge")
Stage 3: Halfway round the track. What else con be added! Carl they
formulate a question?
Stage 4: Final bend: How can they stort to p1ece the informat1on togethe.r?
Stage 5: Finish line. Answer to key question or lesson objective_
However, it is NOT AfL if you
don't do something based on what
you find.
• If you find some students are struggling/falling
beliind then you need to intervene lmake it more
accessible/differentiate)
E.g- whiteboards (can respond on the spot to what
tliey need but not make it easier for everyone),
planned writing frames/sentence so students can
access the challenge of the lesson.
• Make sure you have designed the lesson to be
challenging overall, better for it to be a bit tricky
and you have to provide two levels of access, than
an easy lesson where challenge and learning is
curtaifed. Therefore challenge is built in not added
on at end, they shouldn't have to do more work.
1

3. I
j
I
i
i
I know what AfL is and loads of ideas that I use. I use AfL
in every lesson.
Possibly, probably,
not sure, maybe,
perhaps, sure,
certain...
Idea 6 - Medol Circles. See next slide
Has anyone got any ideas that
they would like to share?
Showing Progress over Time
Marking- Using targets from marking to
ensure focussed improvement (easier to
see/show progress). In responses-
students highlighting where they have
done the improvement comment, also easy
to quickly check if you want to.
11!1
20/10/2016
Showing Progress over Time
Trackers- See examples at back (KS3/4
and KS5) of room and Teaching Backwards
(in
Ill
2

4. Showing Progress over Time
Acknowledgement Marking
Mark a sample of students work - 20% , range of
abilities
• Note general subject related issues as well as
literacy and presentation.
Use the Five Minute Marking Plan to record
~
Give Verbal Feedback. All students write in their
bookS. Students respond -Marked by the teacher
and shows improvement.
This may impact on future planning.
Allows for immediate feedback
1111
i Completed 5 minute marking plan
Showing Progress over Time
Glossary tracking
~
-
~...
20/10/2016
Theltlgpicture?
{n..Pt11P<J$6DFnurl:nglor-
,..uDF-t/PfDJ!ICf')
The 5Minute Marking Plan
_..priltrondscribblel'C>rH_,IOfocus...,uloiCWnrll~..,..,.nt•
SummHiv•martring:
to-.(~)ll!Mnt,__,
~
Re-t.Kh?
i/ ···~
1
____ ,'/
Common Errors?!
~
•studetttnsponseb:l
fHdbac:k required?
Acknowledgement Marking
Showing Progress over Time
Tracking boards
1111
3

5. Showing Progress over Time
~
©Thank you©
Please complete the evaluation form
Has anyone got any ideas that
they would like to share?
Thank you to...
20/10/2016
4

6. I:SUAI<DJ.NC::7 t;A~D
~ Accwlevvu.,1A~v
v u
Name: Destination: Date:
Learning Objective and Success Criteria Keywords
What I already know about this subject? 1My personal target for this lesson (see front
of your book):
BOARDING CARD
Name: Destination:
Learning Objective and SUccess Criteria Keywords
" AwdeVM.tJA~v
Date:
What I already know about this subject?1My personal target for this lesson (see front
of your book):
BOARDING CARD
Name: Destination:
Learning Objective and Success Criteria Keywords
" AcetdeVVttJA~v
Date:
What I already know about this subject? 1My personal target for this lesson (see front
of your book):
wL
0
"1-
w
..a
::0
c..;:,£
+-
-c
""0
""0
H
+-
0
..s::
+-
::0
c
::0
~
H
0
""0
+-
0
..s::
~
1iL
0
"1-
w
..a
::0
c
..;:,£
+-
-c
:-2
""0
H
+-
0
..s::
+-
::0
c
::0
c
..;:,£
H
0
""0
+-
0
..s::
~
1iL
0
't..a
::0
c..;:,£
+-
-c
""0
i:i
H
+-
0
..s::
+-
::0
c
::0
~
H
0
""0
+-
0
..s::
~
e)
D

7. BOARDING CARD FLIGHTHIST
DESTINATION: THE PAST
3 key things you learned LAST
lesson:
1.
2.
3.
l!la·~-
[!]. .
What I need to find out/learn to do this
lesson:
I am confident about:
-~--
LANDING CARD FOR
DESTINATION: THE PAST
3 key things you learned THIS lesson:
1.
2.
3.
What I need to find out/am still unsure
about:
I am confident about:
Departure Gate: Leeds Trinity University I Thank you for flying with us today
The past is aforeign country. They do things differently there. L. P. Hartley 1953
'i

8. 1
II
!'[
II
I
Stage 3: Halfway round
the track. What else
can be added? Can they
formulate a question?
Need clear L.O and Success
Criteria (how they are going to
achieve the learning objec-
tive).
Stage 1 is the start line:
what do they know al-
ready? Annotate their
track or make a state-
ment in their book.
( Optional-Stage 4
bend. How can they
to piece the inform
together?)
Stage 5: Finish fin,
swer to key questi•
lesson objective.
Stage 2: First b
hurdle. After ha
taught a little co
tent, what can t
add to their initi
thoughts/knowled

10. ~orvt: ,-~Avn rN"q- ISACK.wA .e..p..s
6.f A~D~ ~ FFl~ 1.. "'A~
(AvAH-A~LE. IN L~c)
TARGET LOGS
FEEDBACK 1 25S
6u ~t-JS
Over the last three years, we've noticed that both the quantity and quality of written
feedback to learners has increased. Ofsted's sharper focus on learners' books and evi-
dence of progress over time has led school leaders to check more regularly that books
are being marked.
1.
2.
3.
4.
5.
6.
However, we often feel that this relentless drive for the marking of books is, in some
schools, missing the point of why we devote so many hours to this important task of
assessment and feedback. Unless learners engage with and act on the written feedback
that teachers provide them with, marking is an utter waste of time. When askeg, many
teachers say that the most frustrating and thankless part of their job is writing feedback
that is consistently ignored by learners.
That said, we're also pleased to say that marking is an area where many of the teachers
we've worked with have made a transformational difference to their learners' progress.
One particular strategy that we've seen in action has enabled teachers to offer their learn-
ers impactful and timely feedback without having to work any harder. Like most great
ideas, it's deceptively simple yet highly effective. The secret is a simple piece of paper stuck
inside the cover of learners' books. We call it a'feedback target log: Its purpose is to ensure
that learners get into the habit of acting on their teacher's written feedback.
One of the problems with the kind of written feedback that teachers have traditionally
written in learner books is that it's frequently skimmed over and easily forgotten. For both
learners and teachers, it's often out of sight, out of mind. And, to state an obvious fact,

11. 256 ! OUTSTANDING TEACHING : TEACHING BACKWARDS
learners are generally not in the habit of flicking back through their workbooks to look up
past feedback comments. It's hardly surprising that a common teacher moan is about hav-
ing to mark the same mistakes from the same learners week in, week out.
Here is a copy of a learner's book, showing their target log, from the wonderful lsleworth
Town Primary School in West London. As you can see, the target log flips up from the
inside front cover of the exercise book. It's a constant in-the-face reminder of the targets
that the learner is required to focus on.
Photo: Mark Burns.
f:

12. FEEDBACK ! 257
HOWTO MAKE TARGET LOGS WORK
There are four key steps to making target logs work well:
Step 1. As soon as the learners get their marked work back from the teacher, they
should read and then copy the 'target'that the teacher has given them into their target
log. This provides a record ofeach target given to a learner over time. Typically there are
no more than three targets for a learner to work on, depending on the age and com-
petence level of the individual. Too much feedback tends to be counterproductive.
Step 2. When the learners embark on their next piece of work, the teacher directs
them to flip up their target log from the inside cover of their books. The teacher asks
them to have a brief discussion with their partner about how they're going to address
this target in the next piece of work. This discussion acts as a powerful reminder about
the importance of addressing their targets and closing their gaps. Given the high visi-
bility of the log, learners have a constant reminder of the gap they should be focusing
on and closing as they work.
Step 3. After completing the piece of work, each learner has to underline or highlight
precisely where in their work they have addressed the target. If they have more than
one target, then they indicate each one using the number indicated in the 'target iden-
tified' column. This is an important step as it provides feedback to the teacher about
whether or not learners have understood the targets they've been set. If the teacher
finds that a learner is not addressing the target correctly, they will make time as soon
as possible to talk thr<>ugh the problem with that learner
Step 4. When the teacher marks each newly completed piece of work she can quickly
check whether the existing targets have been met. If this is the case, the teacher signs
offone of the boxes in the 'Completed'column. You might be wondering why there are
three boxes in this column. Hitting a target once does not prove mastery. We recom-
mend, therefore, that the learner demonstrates that they've hit the target at least three
times before it's signed off. Once atarget is signed off, an additional and more challeng-
ing target should be added.
Used effectively, the target log transforms the learner's book into a story of how they have
closed successive gaps over time using the feedback their teacher has given them.
a Several teachers we've worked with now use learners' books and target
logs at parents'evenings. When parents ask how their child is progress-
ing, these teachers ask the learners themselves to explain. The learners
use their target logs and the successive pieces of annotated work in
their books to show their parents how they're incorporating their
teacher's feedback to make progress. Impressive, eh?

13. SmtVM>DVS9NIHJV3.L19NIH)'V3.L9NIONV.LS.LnOBs-l

14. ..
Glossary- Anglo-Saxon and Norman England, c1060-1088
Word Definition
Beacon signals
ceorl
demesne
earl
excommunication
Feudal (ism)
fyrd Not Quite Sure
. I
Geld tax i
genocide
Guerrilla war No Idea
harrying
hierarchy
homage
housecarl
itinerant kingship
motte and bailey
papacy
sheriff
Shire Reeve
Tenants-in-chief
thegn
vassal
Welsh Marches
Witan
writ - -- --- ---------
.'f
£ ;q; 41 4MIIijl1ilijffiJJ"'"Ifllll'"'"l'~;~~_,.,,w;a; ) . 4, ),ij