Assessment for learning
in practice:
From where we are, to where we want to be
Charlotte Rance
September, 2022
“…I have done many tests
and exams. However, in
hindsight, it was more often
the case that these exams
were done to me.”
Andrew Chandler-Grevatt,
How to Assess your Students
(OUP, 2018)
Source: OxfordDAM, Supplier: ShutterstockAuthor: Smolaw
Assessment for learning in practice
2
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1. What is Assessment for
learning?
2. Bridging the gap
3. AfL in the classroom
Assessment for learning in practice
3
What is Assessment for learning?
Models of assessment
Assessment of
learning
• Summative
• Formal
• Outcomes
Source: OxfordDAM, Supplier: ShutterstockAuthor: Somkku
Assessment for learning in practice
Models of assessment
Assessment of
learning
Assessment for
learning
• Summative
• Formative
• Formal
• Informal
• Outcomes
• Process
Source: OxfordDAM, Supplier: ShutterstockAuthor: Somkku
Assessment for learning in practice
A traditional assessment model
Input
Assessment for learning in practice
Evidence
Report
7
Specific
goals
Next
steps
Learner
Evidence
Judgement
Assessment for learning in practice
8
10 Principles of AfL
Part of effective
planning
Focuses on how
students learn
Central to
classroom
practice
Is a key
professional
skill
Sensitive and
constructive
Fosters
motivation
Promotes
learning goals
and criteria
Helps learners
know how to
improve
Develops
capacity for
self-assessment
Recognises all
educational
achievement
Learn more:
https://www.nuffieldfoundation.org/project/the-assessment-reform-group
Assessment for learning in practice
9
Bridging the gap
What are the benefits of
Assessment for learning in
the classroom?
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Assessment for learning in practice
11
• Increased motivation
• Ownership of learning
• Confidence
• Active role
Source: OxfordDAM, Supplier: Gareth Boden/Author: Gareth Boden
Assessment for learning in practice
12
“Our goal here is to change the question that
students ask when they get their work back.
Rather than “What did I get?” we want them
thinking, “What should I work on next?”
Glen Pearsall, Fast and effective assessment (ASCD, 2018)
Assessment for learning in practice
13
Goals are set by the school or the teacher.
Teacher encourages and supports students to set their own
goals.
The teacher asks all the questions (and often
answers them)
Students are encouraged to ask questions of the teacher,
themselves and other students, and answers are explored
The teacher teaches.
Students given opportunities to learn from and teach each
other.
Teacher reflects on whether or not the lesson
has been successful.
Teacher provides opportunities for learners to reflect on the
lesson and share their reflections.
Only the teacher assesses students.
Teacher provides frameworks and guidance for peer and
self assessment.
The teacher corrects errors.
The teacher actively encourages self and peer correction.
The teacher is seen as the sole source of help
and support.
The teacher supports a learning community where students
help and support each other
Assessment for learning in practice
AfL in the classroom
“Ayla, what do you think of
Carlos’ answer?”
“Henry, can you add
anything to Ali’s idea?”
Source: OxfordDAM, Supplier: Shutterstock/Author: michaeljung
Assessment for learning in practice
Fist to five
1. Never seen the word before
2. Seen the word, but not sure what it means
3. Used the word, but not sure if correctly
4. Used the word confidently in speaking or writing
5. Used the word confidently in speaking and writing
Source: OxfordDAM, Supplier: Shutterstock/Author: Denys Prykhodov
Assessment for learning in practice
17
Adjacent
Empirical
Derive
Inhibit
Scope
Confer
Assessment for learning in practice
18
Framework
Autonomy
Ownership
Assessment for learning in practice
19
Source: OxfordDAM, Supplier: Oxford University PressAuthor: none
Exit tickets
•Summary
•Answer
•Question
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Assessment for learning in practice
Assessment for learning
in practice:
From where we are, to where we want to be
Charlotte Rance
September, 2022