afl presentation
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AFL“Tell me and I forget,
teach me and I remember,
involve me and I learn.”
Projects>Staff>Differentiation Group> AFL Presentation
What do you think AFL is?
In small groups use the whiteboard to write a definition to explain AFL
So what is AFL?
In classrooms where assessment for learning is practiced,
students know at the outset of a unit of study what they are
expected to learn. At the beginning of the unit, the teacher will
work with the student to understand what she or he already
knows about the topic as well as to identify any gaps or
misconceptions (initial/diagnostic assessment). As the unit
progresses, the teacher and student work together to assess the
student’s knowledge, what she or he needs to learn to improve
and extend this knowledge, and how the student can best get to
that point (formative assessment). Assessment for learning
occurs at all stages of the learning process.
Or is it AFL?
Assessment for learning involves using assessment in the
classroom to raise pupils’ achievement. It is based on the idea
that pupils will improve most if they understand the aim of their
learning, where they are in relation to this aim and how they
can achieve the aim (or close the gap in their knowledge).
Or maybe!
Assessment for learning is the process of seeking and
interpreting evidence where the learners are in their learning,
where they need to go and how best to get there”
What about?
Assessment for Learning (AfL) means using evidence and
dialogue to identify where pupils are in their learning, where they
need to go and how best to get there. In practice, this means
clear evidence about how to drive up individual attainment; clear
feedback for and from pupils so there is clarity on what they need
to improve and how best they can do so; and a clear link between
student learning and lesson planning.
Maybe?
Assessment is for Learning provides a coherent framework for
assessment, in which evidence of learning can be gathered and
interpreted to best meet the needs of learners, their parents and
teachers, as well as school managers and others with
responsibility for ensuring that education is as good as it can be
In distinguishing three different uses of assessment (assessment
for, as and of learning), AfL seeks to ensure that evidence of
learning is gathered and used in appropriate ways, and that
meaningful connections can be made between the curriculum
and the learning and teaching required for its effective delivery.
Assessment for learning-sometimes called formative
assessment-involves teachers and learners using assessment to
improve learning.It is about assessing progress and analysing
and feeding back the outcomes of that assessment positively and
constructively.
How about?
Or Finally
Assessment for learning is 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
AFL-Definition
St Ivo school is launching a teaching and learning document for all staff for sept 09.
A major area for development is AFL
In groups use the definitions provided, your own knowledge and the internet to write a definition to explain to staff what AFL is,
Please write it on a computer!
Are you using AFL in lessons?
In your groups use the whiteboards to write down and discuss examples of where you are using AFL in your lessons/classroom
What makes good practice?
In your groups select one or two examples that you believe to be best practice
Justify why you have selected these examples
When effective AFL is used pupil’s:
Attitudes to learning change Quality of oral input improves Attainment Levels rise Quality of pupil questions improve Have a greater involvement in
assessment processes
When planning for effective AFL teachers must produce plans with:
An emphasis on sharing quality learning intentions
Assessment criteria for any feedback, marking, peer or self-assessment
Review time Resources/strategies for pupils who need
additional support (SEN/G&T) Guided group sessions with explicit formative
assessment opportunities
For AFL to be effective teachers need to:
know their pupils well and make judgements about next steps or interventions
share learning intentions and assessment criteria with pupils and link to any feedback, marking, peer or self-assessment
Allow time for review, by both teacher and pupils Involve pupils in the planning for and the process
of achieving learning outcomes Give pupils examples of a variety of skills,
attitudes, standards and qualities to aim for Use summative assessment to aid future planning
Case Study
A class of 12 year-old students were studying english literature . The teacher planned to enhance children’s learning by incorporating AFL practices into the lesson. They wanted to share criteria for high quality (e.g. what good writing looks like), provide feedback to the students on their understanding, and provide
opportunities for peer-assessment.
Case Study
The Teacher provides the students with a checklist of criteria of
quality (structure, use of language, characterisation etc) and
showed how she would apply them to some examples picked
from the text they were reading. She then asked the students to,
individually, find examples of each of the criteria on the checklist.
When they had done this she checked the answers with the
whole class and then asked the students, in pairs, to correct each
other’s work.
Review the Case Study
Is this an example of good practice?
What’s good about it?
Would you do anything differently?
What & Why?
Case study 2
Teacher B started the same lesson by guiding the students to draw
up and agree a list of criteria based on their earlier experience of
poems in performance. She then performed a new poem and asked
the students to critique her performance using the criteria they had
agreed. On the basis of their critique, they were then asked, in
groups, to rehearse a better performance themselves and to apply the
criteria to their own efforts. When they were satisfied they performed
the poems to the whole class.
Case study review
What are the differences?
Why is it better practice?
10 Principles of AFL
Key strategies for assessment for learning
using effective questioning techniques
using marking and feedback strategies
sharing learning goals peer and self-assessment.
AFL Check List and strategies Click this Link
Afl in your classroom
Departmental Checklist Do you have assessment criteria displayed in the classroom or
available for students to study? Are the criteria in language that students can easily understand? Do you explain the meaning of key assessment words in your
subject? (Describe, examine, compare, assess, explore, explain, how far and in what ways?, to what extent?)
Do you have AFL built into your schemes of work? Do you have assessed pieces of students’ work to act as models? Do you define the focus of assessment for each piece of work you
ask students to do? Do you have a clear and consistent marking/assessment policy for
your department? Do you induct new teachers to your department on AFL? Do staff moderate assessments and compare standards and
practices within the department on a regular basis?
Afl in your classroom
Pupil Checklist Do you ensure that students understand what they are being
assessed on and why? Do you use assessment criteria as part of the learning? Do you give regular opportunities for students to experience peer
assessment? Do you give regular opportunities for students to experience self
assessment? Do you give regular opportunities for students to discuss their
attainment with you and with each other? Is your assessment feedback clear and consistent? Do you set SMART targets? Do you have systems for recording the targets and monitoring
progress towards them?
Putting more AFL into your lessons
Select a lesson/SOW that you have brought with you. Research the links below to investigate ways to improve the quality of AFL in the lesson.
Discuss with your peers ways in which you could improve eachothers lesson/SOW
Links
Differentiation group presentations1No hands up & basic afl strategies
2.Thinking and learning
Web links
www.teachers.tv/ http://www.standards.dfes.gov.uk/research/themes/assessment_for_learning/
10 principles of AFL http://www.qca.org.uk/qca_4336.aspx
www.assessment4learning.co.uk/
QCA AFL subject links- http://www.qca.org.uk/qca_4364.aspx
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