Assessment For Learning

Session 1: AFL at Longford and AFL for key stages 4 and 5

Session 2: AFL for lower ability sets
Session 3: AFL Question and Answer Techniques

[We should…] concentrate on several essential elements,

What key points did you note from the
namely the quality of teacher-pupil interactions, the
‘Inside
stimulus the
and help Black
for pupils Box’
to take research.
active responsibility for
their own learning, the particular help needed to move pupils
Does it have any implications for
out of the ‘low-attainment’ trap, and the development thereby
Longford
of the habits needed byorallfor your
if they are toteaching?
become capable of
life-long learning.

Session objectives: Identify a variety of useful techniques to give formative

feedback to lower ability pupils linked to success criteria
 Teacher’s TV
Watch this short clip and try to identify the
difference between the formative feedback given
in this setting to the feedback given to top set
from session 1.

http://www.teachers.tv/video/13759

Session objectives: Identify a variety of useful techniques to give formative

feedback to lower ability pupils linked to success criteria
 Reducing Obstacles
“Most of the teachers in this study were caught in conflicts among
belief systems, and institutional structures, agendas, and values.
The point of friction among these conflicts was assessment, which
was associated with very powerful feelings of being overwhelmed,
and of insecurity, guilt, frustration, and anger… This study
suggests that assessment, as it occurs in schools, is far from a
merely technical problem. Rather, it is deeply social and
personal.” (Inside the Black Box)

Does this resonate with you? Why do you think it can

become an emotional issue?

Session objectives: Identify a variety of useful techniques to give formative

feedback to lower ability pupils linked to success criteria
 Action Learning Sets
In groups of 3/4

Each person presents a problem/obstacle with their most difficult

ability group in terms of using formative feedback/modular sheets
or just moving learning on.

Group members are allowed to ask questions but they must be

open-ended. They are allowed to re-word the initiator’s issue but
not to attempt to define it themselves. No advice to be given.

Each group member is allowed 5/6 minutes each, including

question and answers.

Session objectives: Identify a variety of useful techniques to give formative

feedback to lower ability pupils linked to success criteria
 Feedback

Please share any insights or ideas from your discussions with the
larger group.

Please feel free to discuss the process of action learning.

Session objectives: Identify a variety of useful techniques to give formative

feedback to lower ability pupils linked to success criteria