Assessment is for Learning (AifL)
Formative Assessment in the
Classroom
Vicky Quinn
quinnv@northlan.gov.uk
01236 812723
AifL - Background
What is AifL? - Assessment is for Learning is a Scottish
government funded assessment development
programme, which was launched in 2002 following an
extensive public consultation on assessment
practice.
The aims of AifL - to actively involve the people who use
assessment evidence to inform improvement for learners
themselves and for the classrooms in which they learn,
for their school, and for the wider education system.
AifL - Background
AifL explores three main uses of assessment:
• Assessment FOR Learning
- using assessment to support classroom learning
and teaching
• Assessment AS Learning
- using assessment to promote autonomy in learning
• Assessment OF Learning
- using assessment evidence to make sound
judgements about learning and school effectiveness.
Assessment FOR Learning
Formative Assessment
5 Key Strategies
Sharing Learning Intentions and Success Criteria
Questioning
Feedback
Self Assessment
Peer Assessment
Inside the Black Box
Raising standards through classroom assessment
A review of 250 pieces of research into assessment.
Conclusion
‘formative assessment …this feature is at
the heart of effective teaching’
Black & Wiliam 1998
Assessment for Learning
Sharing Learning Intentions
and
Success Criteria
Learning Intentions and Success Criteria
Learning Intentions – Goals that are set for the outcome
of a lesson or series of lessons. They may be related to
a process or the final product.
Success Criteria – making pupils aware of the standard
of work expected (how they will know they have
achieved the Learning Intention).
It is important to ensure that criteria are expressed in
language that is accessible to the learner.
It is helpful also if pupils are able to discuss examples of
work which does not meet the criteria.
Thinking about success criteria:
Product success criteria focuses on end points.
Process success criteria focuses on how the learning intention will
be achieved.
‘Product’ success criteria are relatively unhelpful for pupils
compared to ‘process’ success criteria.
( Shirley Clarke, 2003 )
Success Criteria
Learning Intention
We are learning to
write an effective
characterisation
We are learning
to write an effective
characterisation.
Success Criteria
What I’m looking for
is that someone who
reads it will feel they
really know the person. (Product)
I can / I have statements
 I have described what the
person looks like
 I have written about their
personality
 I included their likes, dislikes
and hobbies (Process)
Sharing LIs and SC
• Flipchart/whiteboard
• Group/individual whiteboards
• Group laminated cards (colour-coded/Must,
Should, Could)
• Spider diagrams, cluster/cloud diagrams
• Context driven boards
• Learning loops
• Display commonly used/generic success
criteria
• Model, use anonymous samples of work with
classes
Assessment for Learning
Effective Questioning - Dialogue and
Interaction
Why focus your questioning?
 Positive impact on pupil learning
 Uncovers the extent of pupil knowledge/depth of
understanding
 Questioning can be used to elicit responses from
every pupil
 How we deal with responses can affect pupil selfesteem/confidence
Developing Practical Questioning
Techniques for the classroom!
No Hands
Quiz???
When was AifL launched?
A
2000
B
2002
C
2004
D
2006
Quiz???
How many key features appear round the
AifL triangle?
A
6
B
8
C
10
D
12
Quiz???
Name on method to share Learning Intentions
and Success Criteria with pupils
The publication which brought together over 250 pieces
of research into assessment is called ‘Inside the Blue
Box’
True or False
Post Box
Thumbs up/Thumbs Down
Planning for Questioning
“Although improving teacher questions is a continual
and difficult process, it is an area of formative
assessment which can result in relatively rapid, positive
change in the classroom.” (Clarke, 2005)
Assessment for Learning
Feedback
‘Feedback to any pupil should be about the particular
qualities of their work, with advice on what he or she
can do to improve, and should avoid comparison
With other pupils’
Black & Wiliam 1998
Feedback
Strategies
 Identify successes and next steps
Reminder prompts
Scaffold prompts
Example prompts
Two Stars and a Wish, focus on the positive
 Comments Only Marking
 Intermediate oral feedback
Feedback from peers - Response Partner/Trio
 Plenary with whole class
Assessment for Learning
Self and peer assessment
Peer and Self Assessment
…….self assessment by pupils, far from being a
luxury, is in fact an essential component of
formative assessment.
Inside the Black Box, 1998
….peer assessment can help develop the
objectivity required for effective self assessment.
Working Inside the Black Box, 2002
Strategies to Support Peer and Self Assessment
Self Assessment Strategies
•Traffic lights
•Show me boards
•Snowfalls
•Peer Assessment Strategies
•Learning partners (‘two stars and a wish’/ ‘two ticks and a fix’)
•Make a date
•Promenading
•Learning logs/journals
•Formative use of summative assessments
Assessment is for Learning
Has a central role in delivering the capacities of
A Curriculum for Excellence
A Curriculum for Excellence
Education has four main outcomes for children and
young people. It aims to help them to become:
Successful learners
Responsible citizens
Confident individuals
Effective contributors.
ACfE 2004
successful learners
with
•enthusiasm and motivation for learning
•determination to reach high standards of achievement
•openness to new thinking and ideas
and able to
•use literacy, communication and numeracy skills
•use technology for learning
•think creatively and independently
•learn independently and as part of a group
•make reasoned evaluations
•link and apply different kinds of learning in
new situations
confident individuals
with
•self respect
•a sense of physical, mental and emotional wellbeing
•secure values and beliefs
•ambition
and able to
•relate to others and manage themselves
•pursue a healthy and active lifestyle
•be self aware
•develop and communicate their own beliefs
and view of the world
•live as independently as they can
•assess risk and take informed decisions
•achieve success in different areas of activity
To enable all young
people to become
responsible citizens
effective contributors
with
•respect for others
•commitment to participate responsibly in
political, economic, social and cultural life
with
•an enterprising attitude
•resilience
•self-reliance
and able to
•develop knowledge and understanding of
the world and Scotland’s place in it
•understand different beliefs and cultures
•make informed choices and decisions
•evaluate environmental, scientific and
technological issues
•develop informed, ethical views of complex
issues
and able to
•communicate in different ways and in
different settings
•work in partnership and in teams
•take the initiative and lead
•apply critical thinking in new contexts
•create and develop
•solve problems