Managing Assessment inside pages - AAIA – The Association for ...

Association for Achievement and
Improvement through Assessment
Managing
Assessment
for Learning
MANAGING ASSESSMENT FOR LEARNING 3

MANAGING ASSESSMENT FOR LEARNING

Association for Achievement and
Improvement through Assessment
Managing
Assessment for
Learning
Contents
Preface 1
Assessment for Learning is... 2
Assessment for Learning is NOT 2
Using Assessment for Learning 3
Indicators of good practice 4
When Assessment for Learning is
working... 5
Pupils will 5
Teachers will 6
Curriculum leaders will 7
Governors will 7
Leaders and managers will 7
I know that Assessment for
Learning is happening when 8-9
Observation schedule for
Assessment for Learning 10-11
Websites 13
Finding more information 15
Please note:
In this booklet the word ‘pupil’ is used to
indicate someone who is learning in school
and ‘teacher’ is used to denote any
competent peer or adult who is
intentionally facilitating that learning.
MANAGING ASSESSMENT FOR LEARNING

MANAGING ASSESSMENT FOR LEARNING

Preface
Assessment for Learning is...
‘
Any assessment for which the first priority in its design and practice is to serve the
purpose of promoting pupils' learning. It thus differs from assessment designed primarily
to serve the purposes of accountability, or of ranking, or of certifying competence.
An assessment activity can help learning if it provides information to be used as
feedback, by teachers, and by their pupils in assessing themselves, to modify the
learning and teaching activities in which they are engaged.
Such assessment becomes 'formative assessment' when the evidence is actually used to
adapt the teaching work to meet learning needs.
’
Working Inside the Black Box 2002
Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, Dylan Wiliam
‘
Assessment for Learning is the process of
seeking and interpreting evidence for use
by learners and their teachers to decide
where the learners are in their learning,
where they need to go and how best
to get there.
’
Assessment Reform Group 2002
‘
Day-to-day assessment is a natural
integral and essential part of effective
learning and teaching. Teachers and
children continually reflect on how
learning is progressing, see where
improvements can be made and identify
the next step to take.
’
Primary National Framework DCFS 2008
This booklet presents
●
●
●
a broad vision of how all personnel in school
can use Assessment for Learning easily;
accessible advice on monitoring the extent to
which Assessment for Learning has been put
into practice in a school;
indicators of good practice for all stages of
implementation from the role that pupils
can be expected to play to expectations of
the management teams.
We intend it to be a concise aid to managers
and leaders to enable them to know what to
look for and how to prompt their staff in order
to take full advantage of Assessment for
Learning. It does not set out to deal in detail
with principles and ideas about Assessment for
Learning as there is already a wealth of
excellent literature that does that.
Midlands AAIA AfL Group
In memory of Colin Leggett who inspired
us to complete this work.
Updated 2009 by
Elizabeth Lewin and Jean Sloan
MANAGING ASSESSMENT FOR LEARNING 1

Assessment for Learning is ...
Assessment for Learning is NOT ...
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a powerful way of raising standards in
schools
what good teachers do
a way of planning the activities in the lesson
so that both the teacher and the pupils
know what they are learning and how well
they are learning it
when both teachers and pupils are clear
about the purpose of the learning and the
expected outcomes
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another initiative, fad, or passing phase
a mechanical process
a quick fix
a series of add-on strategies
small parcels of assessment that are put in
during the lesson
simply recording regular summative
assessment, e.g. grades and levels
◆
using such things as effective feedback,
clear learning intentions, quality
questioning, dynamic group work and selfassessment,
but it is not embodied in any
one of these
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difficult, but the underlying principles
need to be understood.
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an interactive process between teacher and
pupils and pupils with one another where
learning is the key topic of conversation
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teachers recognising individual needs and
teaching pupils not a subject
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pupils asking questions of themselves and
each other
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pupils having the confidence to take risks in
learning
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ensuring that pupils know what to do next
to improve
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pupils knowing why they are learning
something
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responsive and flexible
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pupils knowing how to use or apply their
learning
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a way of thinking - almost a philosophy
2 MANAGING ASSESSMENT FOR LEARNING

Using Assessment for Learning
Assessment for learning has one big idea –
use evidence about learning to adapt
teaching and learning to suit pupils’ needs.
Dylan Wiliam, AAIA conference, 2007
The ultimate user of assessment information
is the learner and the culture needed in the
classroom to support and encourage the
learner is one of success, backed by the
belief that all can achieve.
Christine Harrison and Sally Howard,
Inside the Primary Black Box (2009)
Professional development should involve
emphasising learning goals as distinct from
performance goals.
Assessment Reform Group, Testing,
Motivation and Learning (2002)
Once children are actively involved in the
learning intention of the lesson, they are
able to begin assessing themselves and their
own learning more effectively.
Good assessment for learning involves a two
– way dialogue between both student and
teacher; each not only listening to what the
other is saying, but using what is said to
inform the learning process.
Science teacher quoted in Black et al.,
Assessment for Learning,
Putting it into practice (2003)
Students must be active in the learning
process – learning has to be done by them,
it cannot be done for them….they have to
close the gap between what they don’t
know and what they want to know and
they need to be taught the skills to close
the gap.
Christine Harrison and Sally Howard,
Inside the Primary Black Box (2009)
The three main judgements about the
effectiveness of the provision (in a school)
relate to the quality of teaching, taking into
account the effective use of assessment to
support learning, the curriculum, and the
care, guidance and support provided by the
school.
Ofsted, The Framework for school
inspection (2009)
QCA, Using assessment to raise
achievement in mathematics (2003)
Learning happens in pupils’ heads as they
assess their level of understanding or the
quality of their work and recognise how to
improve it. This is the essence of Assessment
for learning.
Department for Education and Skills,
Assessment for learning: 8 schools
project report (2007)
MANAGING ASSESSMENT FOR LEARNING 3

Indicators of Good Practice
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A high profile is given to Assessment for
Learning in whole school policies and
practice, setting a sustained agenda for
development.
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The ethos of the school promotes an
enthusiasm for learning amongst staff and
pupils and encourages risk taking.
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The principles of Assessment for Learning
are explored and a common language
developed that is understood by all;
classroom practice reflects this understanding.
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Teachers are seen as learners as well as the
pupils and are given opportunities to
develop their expertise in assessment for
learning.
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Leaders and Managers
• need to fully understand and promote the
principles of Assessment for Learning
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A balance is kept between the importance
placed on test results and ongoing
formative teacher assessment.
• have drive, enthusiasm and confidence in
implementing change and supporting
effective practice
• give recognition to the fact that change
can feel risky and deskilling but are
convinced that it is necessary and support
teachers in persevering
• provide opportunity and motivation for
staff to engage in regular dialogue about
practice, sharing what works and when,
why and how to improve practice
• lead by example, are aware of the issues
and promote effective practice through
targeted CPD
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Leaders and Managers
• systematically monitor and evaluate the
effectiveness of teaching, learning and
assessment
• provide feedback and support where
necessary and hold people responsible
for their practice
• see change as an opportunity to raise
their pupils' expectations and attainment
and their teachers' expertise and job
satisfaction
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Pupils are encouraged and expected to
take responsibility for their own learning.
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The school is organised so that teachers
have time to discuss learning and teaching
strategies and their effectiveness in raising
pupils' attainment.
4 MANAGING ASSESSMENT FOR LEARNING

When Assessment for Learning
is working
Pupils will:
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be involved in contributing to teachers’
planning
be involved in and responsible for their own
learning
be able to explain what they are learning
and talk about what a successful outcome
will look like
spend most of the lesson actively thinking
about the learning
identify aspects of their work that they find
easy or difficult
contribute to developing success criteria
use feedback from a teacher or a peer
to make improvements in their own work
be involved in generating success criteria as
well as using them
use success criteria to identify successes
and next steps in their own work and that
of their peers
understand where and how their current
learning fits into the bigger picture
be able to monitor their own work
against the success criteria and know
that they are making progress
think, learn and talk about HOW they learn
and what helps them to learn
ask and answer questions about what they
are learning
be able to discuss their personal targets
and the progress they are making
identify an aspect of their work that could
become a personal or group target
MANAGING ASSESSMENT FOR LEARNING 5

When Assessment for Learning
is working
Teachers will:
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promote a classroom ethos that values the
pupils' views
involve the pupils at all stages in decisions
about their learning
gather information about progress by using
a variety of assessment techniques to suit
the pupils and the nature of the learning,
e.g. observation, discussion, conferencing,
questioning, error diagnosis, analysis,
feedback (both oral and written) involving
pupils in peer and self evaluation, testing
involve pupils in planning and finding out
what they already know before starting a
new topic and make links between prior
learning and new learning, e.g. concept
mapping
frame clear learning objectives, (LOs)
making sure they are separate from the
context (i.e. the activity or task through
which the LO will be achieved)
share learning objectives with pupils in
language they can understand
involve pupils in generating success criteria
(the ingredients of the LO), e.g. by using
finished products to demonstrate good and
not so good quality
enable the pupils to know what they are
learning, why they are learning it and how
it fits into the 'big picture' of the curriculum
fine tune and differentiate planning and
teaching in response to pupils' learning needs
help pupils understand how they learn
effectively
recognise that mistakes are an important
part of learning and an opportunity to take
learning further
plan for and ask good quality questions
(ref: Bloom’s Taxonomy) throughout a lesson
for example,
• in the starter to ascertain prior learning
and begin to extend pupils’ learning
6 MANAGING ASSESSMENT FOR LEARNING
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• ensuring that pupils are given time to
discuss and respond (e.g. using talk
partners) so as to engage pupils in higher
order thinking
• in the main part of the lesson to
develop knowledge involving the pupils
in the process
• in the plenary to assess the learning of
all individuals
develop peer and self assessment by
• introducing the skills and ideas over time
• modelling the process
• using it to help the pupils understand
assessment criteria
• using the pupils' skills in small tasks and
larger ones
• allowing risks to be taken and mistakes
to be made
• expecting the pupils to gradually take
greater control of the process using it
at different points in a series of lessons
use effective feedback, both oral and written by
• relating feedback to the success criteria
• discussing next steps
• scrutinising pupils' work to find areas for
improvement
• changing teaching plans according to
what is discovered
use the potential of all assessment
opportunities, including tests, to move the
pupils' learning forward
develop a planning / recording system that
allows them to note classes/ groups/individuals
that are not meeting or who are exceeding
learning objectives
use analysis of national tests, optional tests
and other assessments to identify strengths
and areas of weakness and adjust their
planning
ensure that records are useful for and used to
adjust next steps, short, medium and long term
plans and to pass onto subsequent teachers
use bigger next steps or targets to report to
parents and leaders and managers
provide not only a stimulating learning
environment but also enable pupils to
develop the necessary skills to manage their
own learning.

When Assessment for Learning
is working
Curriculum leaders will:
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ensure that the principles of Assessment for
Learning are reflected in whole school and
department training and support
ensure that Assessment for Learning is
identified clearly within school and
subject documentation
ensure that effective questions and activities
are shared between teachers
ensure that talking about good practice in
learning and teaching is part of every
meeting agenda
use patterns and trends from assessment
information to inform curriculum
developments in order to respond to the
pupils’ actual learning needs
monitor and evaluate learning and teaching
Governors will:
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‘
When Assessment for Learning
is working
Leaders and managers will:
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promote a culture which supports the key
principles of AfL under-pinned by the belief
that:
Motivation is the most important factor
in determining whether or not you
succeed in the long run. What I mean
by motivation is not only the desire to
achieve, but also the love of learning,
the love of challenge and the ability to
’
thrive on obstacles. These are the
greatest gifts we can give our students.
Mindset (2006), Carol Dweck
ensure that assessment information is used
effectively to support learning
analyse assessment information to:
• identify strengths
• address issues relating to the pupil
progress
• inform intervention programmes
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understand what Assessment for Learning is
make certain that Assessment for Learning
is embedded in the aims and vision of the
school
Hold the headteacher accountable for
implementing Assessment for Learning
seek evidence that Assessment for Learning
is informing whole school policies
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understand and use the principles of
Assessment for Learning to promote
effective practice
promote an understanding that good
learning and teaching will lead to good test
results and the raising of standards
encourage a growth mindset supported by
the belief that intelligence can be developed
and that ability is not fixed (see Mindset,
Carol Dweck p15 )
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monitor and evaluate learning and teaching
throughout the school
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ensure every school policy reflects
Assessment for Learning principles
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understand the different uses of assessment
information and monitor its use
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make clear that pupils' progress cannot be
gauged solely by test results
MANAGING ASSESSMENT FOR LEARNING 7

I know that Assessment for Learning is
happening when:
pupils are involved in
assessing their own and
each others learning
pupils are
motivated, interested
and willing and able
to talk about their
learning
pupils are
actively involved
in the process of
their own learning
8 MANAGING ASSESSMENT FOR LEARNING

the teacher is
prepared to let the
pupils take responsibility
for their own learning;
the “locus of
control” is shifted
assessment is
embedded in the
learning and teaching
experience
the teacher
talks about what the
pupils are learning, not
about what the teacher
is teaching
the teacher and the
pupils work in a
partnership dedicated
to the furtherance of
the pupils' learning
and this is overtly
acknowledged
the teacher is
actively listening
and responding
to the pupils
learning goals are shared with
and are understood by the
pupils, and remain the focus
throughout the lesson
MANAGING ASSESSMENT FOR LEARNING 9

OBSERVATION SCHEDULE FOR
ASSESSMENT FOR LEARNING
Key Features of
effective Assessment for Learning
Comments/Evidence
How can this be realised in the
classroom? What are the indicators?
• Is the teacher clear about the learning
objectives/learning outcomes?
• Clearly written on plans
• Clearly accessible to pupils
• Activities match objective and allow it to be
met
• Pupils understand what they are learning
• Are the learning objectives shared with the
pupils in a way they can understand?
• Are the success criteria that lie beneath the
learning objectives shared or developed with
the pupils?
• Pupils can rephrase and explain
• Language of success criteria is familiar to pupils
• Success criteria are regularly used by pupils
• Success criteria are accessible to pupils -
written in books, on whiteboard, IWB
• Pupils' discussions are about success criteria
with peers and teacher
• Does the teacher show/explain what 'good'
work will be like, i.e. – are pupils clear about
the expected standards?
• Teacher regularly models expectations using
data projector, interactive white board, visualiser
• Teacher regularly shares and discusses
examples of other pupils' work
• Pupils articulate what they need to do to
improve – specifically
• Success criteria/levels are available and used
e.g. displayed in classroom
• Pupils’ work is used to exemplify different
standards
• Does the teacher use questioning effectively,
i.e. to find out what pupils know and
understand; to promote further learning; to
prompt thinking and reflection?
• Teacher asks questions from knowledge ➠
evaluation
• Teacher uses variety of techniques which
ensure maximum participation, e.g. learning
partners, think, pair, share, no hands up etc.
• Pupils ask questions frequently of teacher and
of each other
• Teacher asks differentiated questions to
specific pupils
• Teacher uses questions throughout lesson to
make pupils think
10 MANAGING ASSESSMENT FOR LEARNING

Key Features of
effective Assessment for Learning
Comments/Evidence
How does this manifest itself in
the classroom?
• Does the feedback (both oral and written from
appropriate adults and peers) to the pupils,
focus on the learning objective?
• Does feedback make pupils aware of the
achievements they have made in relation to
the learning objective?
• Does feedback provide an improvement
prompt or 'closing the gap' prompt?
• Do the pupils understand/use the feedback to
improve their work?
• Are pupils given time to respond to feedback?
• Is there evidence that pupils act upon the
feedback to improve their work?
• Written and oral feedback is understood by
pupils and can be explained orally by them
• Pupils' rates of progress and improvement
through their verbal responses and written
work are clear
• Learning objectives in subsequent lessons
highlight that learning is moving on
• Pupils are motivated, on task and clear about
their learning
• Pupils are able to 'help themselves' and are
developing as independent learners
• Are pupils involved in other ways in the
assessment process, e.g. peer/self-assessment;
negotiating, recording, monitoring their own
progress through personal targets?
• Do teachers and pupils reflect on the extent
to which the learning objective has been
achieved, e.g. in the plenary, peer/self
assessment?
• Do teachers use what they find out from
assessment to: inform their interventions in
the midst of pupils' learning; adjust their
planning?
From Managing Assessment for Learning – AAIA - ISBN 0-95550677-0-7
• Pupils are given opportunities to discuss their work.
• Pupils are regularly observed discussing success
criteria and their work with peers
• Pupils are able to support each other and
identify next steps
• Pupils actively and regularly engage in personal
target setting process and understand why
they do it
• Peer and self assessment are regular, frequent
and familiar strategies used in the classroom
• The language of the learning objective is
revisited frequently during the lesson
• Plenary probes learning through quality
questioning and pupil responses - it does not
just repeat and explain activity
• Next learning steps are discussed and/or
recorded
• Teachers intervene at timely intervals throughout
lessons to ensure pupils remain focussed
• Teachers' planning shows clear differentiation
and adjustments
• Teachers' teaching shows changes of direction
when and where necessary
• Pupils are always challenged by what they are
learning
• Pupils are engaged, motivated and interested
MANAGING ASSESSMENT FOR LEARNING 11

12 MANAGING ASSESSMENT FOR LEARNING

Websites
As with all websites, those below offer assessment - related information, some of which may be useful
as well as some that may be less so. None are recommended entirely without reservation, but repay
being accessed selectively for ideas, articles, research material and further links.
Assessment Reform Group (ARG)
http://www.assessment-reform-group.org
News of ARG projects, links to publications and to a number of related organisations and sites. Assessment for
Learning – beyond the black box and other key Assessment for learning (AfL) publications can be downloaded free
of charge from this site including AfL: ten principles and the booklets marked * on the Finding more information
page.
Association for the Improvement of Achievement through Assessment (AAIA)
http://www.aaia.org.uk
Many publications, documents and links to help Local Authorities (LAs) and schools in developing their assessment
procedures and practices and in furthering their understanding about many aspects of assessment. One of the
most comprehensive and helpful of the sites listed on this page.
Kings College, London
http://www.kcl.ac.uk/learningteaching/research/assessment
Information about the college’s formative assessment project and a link to the King’s Assessment Group
Learning and Teaching Scotland
http://www.ltscotland.org.uk
Items on interesting practice as well as self assessment toolkits and online research. The latter provides easy access
to a selection of assessment literature and research.
Also
http://www.ltscotland.org.uk/video/f/formativeassessmentdylanwiliam.asp where there
are five videos featuring Dylan Wiliam speaking about a topics such as formative assessment, self and peer
assessment and feedback on learning. All are free to download.
National Strategies
http://nationalstrategies.standards.dcsf.gov.uk/primary
Information and resources including AfL, Assessing Pupil Progress (APP) and Transition.
http://nationalstrategies.standards.dcsf.gov.uk/secondary
Information and resources including AfL, APP and tracking and target setting.
Professor Dylan Wiliam
http://www.dylanwiliam.net
Dylan’s personal website with presentations, resources, publications, links and a blog. He points out that his official
website (www.ioe.ac.uk) is not under his direct control and the “important stuff” is on this one. All the material is
free to download as long as it is acknowledged.
Qualifications and Curriculum Development Agency
http://testsandexams.qcda.gov.uk
Information about NC assessments, diplomas and exams and guidance for LAs. Links to support for statutory
assessments from Early Years Foundation Stage (EYFS) to KS3 including the Testforms website, Key to Success,
Assessment and Reporting Arrangements (EYFS to KS2) and Teacher Assessment Arrangements (KS3).
Also
http://.qcda.gov.uk/4334.aspx which offers guidance on AfL including the 10 Principles as well as general
and subject resources.
MANAGING ASSESSMENT FOR LEARNING 13

14 MANAGING ASSESSMENT FOR LEARNING

Finding more information
Alexander, R.,
Towards Dialogic Teaching – Rethinking classroom talk (2004)
Dialogos, ISBN 0954694309
Assessment Reform Group,
Assessment for learning, beyond the black box* (1999)
Faculty of Education, University of Cambridge, ISBN 9780856030420.
Assessment Reform Group,
Testing, Motivation, Learning* (2002)
Faculty of Education, University of Cambridge, ISBN 9780856030468
Assessment Reform Group,
Changing Assessment Practice – processes, principles, standards* (2008)
ISBN 9780853899297
Association for Achievement and Improvement through Assessment (AAIA),
Guidelines for Assessment Leaders in Primary Schools (2008)
ISBN 0955067723
Order from the AAIA website, www.aaia.org.uk
Black, P. and Wiliam D.,
Inside the black box- Raising standards through classroom assessment (1998)
GL Assessment, ISBN 9780708713815
Black, P., Harrison, C., Marshall, B. and Wiliam, D.,
Working inside the black box (2002) GL Assessment
ISBN 9780708713792
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D.,
Assessment for Learning, Putting it into practice (2003) Open University Press
ISBN 9780335212972
Clarke, S.,
Unlocking formative assessment (2001) Hodder and Stoughton
ISBN 9870340801260
Clarke, S.,
Enriching Feedback in the Primary Classroom (2003) Hodder and Stoughton
ISBN 9780340872581
Clarke, S.,
Formative Assessment in Action: weaving the elements together (2005)
Hodder Education, ISBN 9780340907825
Clarke, S.,
Formative Assessment in the secondary classroom (2005)
Hodder Education, ISBN 9780340887660
Clarke, S.,
Active Learning through Formative Assessment (2008)
Hodder Education, ISBN 9780340974452
Dweck, C.,
Mindset, the new psychology of success (2006)
Ballantine Books, ISBN 9780345472328
Gardner, J. (Ed.),
Assessment and Learning (2006)
Sage Publications, ISBN 9781412910514
Routledge, Swaffield, S. (Ed.),
Unlocking Assessment, Understanding for reflection and application (2008)
ISBN 9780415453134
*These booklets can be downloaded from http://www.assessment-reform-group.org
MANAGING ASSESSMENT FOR LEARNING 15

Association for Achievement and
Improvement through Assessment
Managing
Assessment
for Learning
C aaia 2009
ISBN 978-0-9550677-0-7
Designed by Pat Moss 01473 610452
Printed by Suffolk Design & Print 01473 260600