This document discusses strategies for assessment for learning (AFL). It emphasizes the importance of students knowing where they are currently, where they need to go, and how to get there. The document provides examples of qualitative feedback teachers can give students to further their understanding and develop their skills. This includes asking questions to clarify misunderstandings or push stronger students further. It also discusses developing a formal subject levels system to track student progress and embed effective AFL strategies long term.

1. Aim:
AFL: Helping students progress
in their learning
Develop effective assessment for learning strategies to review
student progress.
• At what level are you?
• Where do you want to go?
• How do you get there?

2. • Y12s back in lessons from Monday.
• Please keep standards high, especially
homework/punctuality.
• New policies and procedures will be in
place for September.

3. Going back to basics…
• Students knowing where they are. (TA/TPG?)
• Where they are going. (Target?)
• How to get there. (?)
Assessment for learning is qualitative.
Data is quantitative.
Data cannot tell students ‘How to get there’ – that’s our job.
But also give them an opportunity to do it.

4. An easy marking strategy…
• Use of A, B, C etc questions.
• Ask them a question which will further their
understanding.
• Ask them to do something which will develop their
skills.
• Differentiate. Judge it based on the student and their
answer….

5. • U grade.
• Needs lots of support.
• Doesn’t know the
answers.
• Improvements mean
11/11 – A grade.

6. • E grade, but
clearly has an
understanding.
• Exam technique
issues ie.
Vagueness and
application to
context.
• I’m not doing it for
him!
• I’m not saying
‘next time apply to
study’.

7. • A student who got
full marks!
• Too easy!
• Stretch
understanding
which extension
questions you
think they could
handle/attempt.
• This will help in
future/harder
assignements
• Growth mindset

8. An easy marking strategy…
• Further understanding……
• What does that term mean? e.g. they applied it incorrectly
because they clearly don’t understand the term.
• Why is this term (circle it) used incorrectly here?
• Why did you get 1 mark but not 2?
• How is X different to Y?
• Identify two strengths of X? (they got this question wrong and you
want them to look it up or talk to their classmate).
• What quotation/evidence could you have included here?

10. An easy marking strategy…
• Develop skills…..
• Explain what this examination term wants you to do.
• Rewrite this sentence so that it is clearer to read.
• Develop this evaluation point with at least one sentence. Think
about why the results might not generalise to other cultures. Give
an example
• Rewrite this application point using the ‘two sentence technique’
we used in class: One strength of X is…. In this context it is…..
• Explain why this essay required that you used the ‘burger
technique’
• Write a concluding sentence for THIS paragraph which shows the

12. Longer term marking
strategy…
• Formalising some of the assessments.
• Using the summer gain time to embed very effective
AFL.
• New A-level specifications….
• New KS3…
• New KS4…

13. • What they had done so far (difficult for a year 7
to understand).
Example: ProjectsExample: Projects

14. Example: ProjectsExample: Projects

15. Example: ProjectsExample: Projects

17. Example: EssaysExample: Essays

19. History Example:
Subject Levels
Example:
Subject Levels

20. Example:
Subject Levels
Example:
Subject Levels

21. Example:
Subject Levels
Example:
Subject Levels

22. RE Example:
Subject Levels
Example:
Subject Levels

23. RE Example:
Subject Levels
Example:
Subject Levels

24. Example:
Subject Levels
Example:
Subject Levels

25. Example:
Subject Levels
Example:
Subject Levels

26. Example:
Subject Levels
Example:
Subject Levels