Chris Brooksbank & Allyson Ingall, Cumbria NUT
13 July 2013
National Education Conference, Stoke Rochford Hall

National context
Compliance
Accountability
Assessment of learning
Changes

Professional Control

TASK

The simple view of teaching
Find out what pupils need to learn
Check what they’ve actually learned
Help them to learn it

Aspects of AfL?
Marking
Peer assessment
Success
Criteria
Sharing learning intentions

Key Questions
When to use?
What to use?
How to use?
Impact on learners?

How can I calculate the area of different triangles?
Identify and measure the base and height
Multiply the base by the height
Divide by 2
Record the units in squares
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07920 465006
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Learning Objective (Y4): How do I write a clear set of instructions?
Child generated success criteria
Title
What you need
How to make
Numbers
Bullet points
Verbs
Time connectives
Diagrams
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07920 465006
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Learning Objective (Y1/Y2): How can I make a clear poster?
Child generated success criteria:
Make all letters the same size.
Use dark colours
Don’t use yellow
Put pictures round the edge not in the middle
Check you have copied all the words and numbers
Customer Services: 01457 821818

Pupil generated success criteria
Drawings
Learning Objective (Y6): How do I blend watercolour paints and pencils to create a 3D effect?
Paintings Watercolour pencil
•Use pencil lightly to begin with
•Fill the paper
•Use flowing lines
•Overlap petals
•Use only red, orange, black, white and green
•Make sure the brush is not too wet
•Complete one petal at a time
•Use dark paint on overlapping edges and red paint on outside edges of petals and blend in the middle
•Use only black and brown
•Make ‘textured’ marks
•Use only a small amount
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What makes a quality....?
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07920 465006
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LO: Non-chronological report: subheadings
Me Friend Adult
I can write statements to explain a subheading
I can use paragraphs
I can use features to interest the reader
I can use pictures and diagrams with captions to help explain an idea
I can use 2a sentences
I can use NWWW sentences
I can use list sentences
I can use commas
I can use capital letters for names and places

Keep Marking Simple
Given and acted on promptly
Focused on learning intention
& success criteria
Easy to understand
Builds confidence
Time is given to respond
Requires an action

5 principles of AfL
Feedback must focus on how pupils can improve
Start from where your learners are
Pupils need to be able to talk
Pupils must understand
LO/LI
Pupils need to be active in the process

Assessment for learning: 4 practical aspects
Sharing learning intentions
Asking better questions
Making feedback count
Promoting assessment by pupils

Harder aspects of AfL
Comment-only marking
Increasing wait time
• Capacity to increase pupils’ learning by
50
%?
Self & Peer assessment