1. Assessment for Learning
‘the process of seeking and interpreting evidence for
use by learners and their teachers to decide where the
pupils are in their learning, where they need to go next
and how to get there’
NOT
Assessment of Learning
summative assessment for the use of grading and
reporting
4. What’s in it for our girls?
• They become more responsible for their own learning
• They recognise the next steps in their learning
• Feel more secure about taking risks
• Raises self-esteem and moves them towards ‘I can’ rather than ‘I can’t’
• Active involvement in the learning process (partner not recipient)
• Increases independence and motivation
6. What’s in it for us?
❖ Shift of responsibility from teacher to pupil
❖ Smoother, more efficient lessons
❖ Pupils provide us with feedback so we can monitor progress
❖ Identifies next steps for a group/individual
❖ Pupils start to explain themselves more clearly
❖ More opportunities to challenge the most able
❖ Pupils do more of the work!
7. My lessons ...
❖ Spoon-feeding
❖ Predictability of activities / routine
❖ I give them the answers too easily
❖ Focuses on learning content, not skills or thinking
❖ Pupils become MORE dependent on me the longer they are
in school
14. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
15. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
16. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
17. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
18. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
19. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
❖ Use dialogue when handing back books and work
20. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
❖ Use dialogue when handing back books and work
❖ Modelling: look at a finished product before starting a task
21. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
❖ Use dialogue when handing back books and work
❖ Modelling: look at a finished product before starting a task
❖ Learning objectives ... could be in the form of what we are learning today
22. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
❖ Use dialogue when handing back books and work
❖ Modelling: look at a finished product before starting a task
❖ Learning objectives ... could be in the form of what we are learning today
❖ Peer assessment, either in pairs of groups. Get the girls to decide on success criteria first
23. 10 Top Tips
❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
❖ Hands up, but not yet ... let them think
❖ Get girls to translate level descriptors into their own language so they understand better what is
required
❖ Thumbs up / sideways / down after asking a question
❖ Marking with comments, not grades
❖ Use dialogue when handing back books and work
❖ Modelling: look at a finished product before starting a task
❖ Learning objectives ... could be in the form of what we are learning today
❖ Peer assessment, either in pairs of groups. Get the girls to decide on success criteria first
❖ Share good work: show the class some examples of work they have done.
