Assessment for Learning

Guidance & Resources

 

Guidance booklets

These booklets aim to help teachers understand the role of Assessment for Learning within the curriculum and recognise its principles and key elements.  These booklets also detail some practical Assessment for Learning strategies.
Download Guidance Booklet for Key Stages 1 and 2 PDF, 847 KB

Download Guidance Booklet for Key Stage 3 PDF, 801 KB

 

What is Assessment for Learning?

This article originally appeared in the June ’06 issue of PMB’s newsletter, linkED.

When we hear the term ’assessment’, we tend to think of exams, tests, marks, corrections, stress and pass or fail! We often tend to see assessment as an end-product that is separated from the teaching and learning process.

Assessment for Learning, however, is part and parcel of the learning process. It allows teachers to work with the learner to determine what is being learned and identify what the ‘next steps’ should be. It provides both teachers and pupils with feedback to help improve the learning.

The proposed assessment arrangements for the revised Northern Ireland curriculum place AfL at the heart of the learning and teaching cycle - emphasising progress, raising pupils’ achievement in learning and celebrating success.

 

What does Assessment for Learning mean for...

Pupils

Research shows that pupils learn best and benefit most from assessment when:

  • Learning intentions are shared between pupil and teacher;
  • Feedback is given on successes as well as areas to improve;
  • Opportunities are provided to read and respond to feedback;
  • Time for reflection and evaluation is provided, to consider what and how they learn.

Assessment for Learning provides pupils and teachers with a framework to meet these learning needs. What will be learned and the standard of work that is expected are clearly set out for pupils. Feedback is given to pupils about their work, what they have done to meet the shared success criteria so far, and what else they need to do. Participation in this process results in pupils becoming increasingly effective, independent learners.

Teachers

Assessment for Learning provides teachers with a powerful tool. It enables them to identify where pupils are in their learning and to tailor their teaching to meet pupils’ needs. This requires a shift in focus, with some ownership of responsibility for learning shared by the pupils.

This encourages a more positive classroom environment and improved teacher/pupil relationship. An ethos of ‘you can do’ is promoted and where pupils recognise that getting into difficulties and making mistakes is all part of effective learning.