zxczcxAssessment for learning: the rationale
Assessment for learning is a powerful learning and teaching tool that generates information (feedback) that can be used to both modify teaching and therefore enhance pupil progress. It should be used diagnostically to guide teaching and support that follows, as well as medium term planning. Click below to consider further research/rationale behind the principle. ACT_input
zxczcxReflection
At the end of the lesson children should be given the chance to reflect on their learning, particularly the deeper learning. This phase should be teacher led but pupil centred. Children can be asked to do this in different ways: Reflect on the learning process – technique, mistakes, challenges Set goals- using assessment frameworks to …
zxczcxIntervene
To decrease variation in results, teachers must increase variation in their teaching. Following AfL we should accurately assess those children who will benefit from additional support. Strategies that can be effective are: Re-group children to form a cut away group Using experts or peer support Explanation in an alternative manner, or more time Using different …
zxczcxContinue
This phase of the lesson, enables children to, once proficient in initial concepts, continue to deepen their learning through progressive tasks. Pupils should progress in small steps, with AfL used throughout to provide feedback whilst supporting progression in learning. Below you can find some examples of exercises in particular to deepen learning, after pupils have …
zxczcxWatch me, watch out
This phase of the model implies children learn new knowledge that is modelled to them and are then exposed to common misconceptions. Learning should be layered carefully; children should be encouraged to spot and communicate the misconceptions the teacher has deliberately made. This enables the teacher to assess the level of depth of understanding. WMWO