introduction
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"Where assessment for learning is not a strong feature in classrooms, pupils do not tend to develop the skills necessary to take charge of their own learning."
(DfES 2004, 1)
This interactive webpage offers practical strategies and materials that (future) teachers can use to improve their understanding and practice of assessment for learning. Primarily it focuses on assessment of innovative learning outputs and innovative formats that teachers can use to assess students for learning. The material was developed in the context of the PedPack project, based on already existing materials that were published by the DfES (2004).
Research has shown that ASSESSMENT for learning can have a significant effect on how well pupils achieve in terms of their attainment, behaviour, motivation, engagement and their ability to work independently. These improvements are encouraged when assessment for learning is embedded as part of normal learning and teaching practice (also see Constructive Alignment). In such settings, what is to be learned is made clear to students, as well as the standards at which they are aiming. These settings are designed to foster discussion and exchange about how well work meets a particular set of criteria or standards, not only between teachers and students but also between the students themselves.
A common issue ...
What is assessment for learning?
"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 Group 2002)
Assessment for learning is...
- embedded in one's teaching and learning
- is purposeful, goal-oriented and transparent
- fosters peer- and self-assessment
- provides constructive feedbback
- promotes confidence
- is based on the interaction between teacher and learner
- formative assessment