In this workshop, the presenter explores participants' perceptions concerning assessment for learning (AfL). She uses a number of tools including surveys that were previously used with 7 Graders back in 2012 to assess how far their teachers really use AfL in actual fact. The workshop will conclude by comparing the results of current participants’ perceptions with previous results reported by 7 Graders and making future recommendations for best AfL practices.

1. Assessment for Learning: Believers or Preachers?
By: Hanaa Khamis
hanaakhs@aucegypt.edu

2. What is AfL?
Assessment for Learning refers to
formative assessment which highlights
students’ strengths & areas of
improvement. Characteristics:
–Informal (not included in students’
final summative reports)
–Mainly about feedback/comments
(not grades)
–Ongoing/back and forth (not
definitive)
Source: http://tinyurl.com/bmujnh3

3. Trigger:
Creating a New
Culture of
Positivity

4. However…
AfL is too
unstructured and
elusive… Where
do we start?

5. 4 AfL Areas
(+) General Perceptions: A Positive AfL Environment
(A) AfL Area:
Sharing
Learning
Objectives
(B) AfL Area:
Questioning
Techniques
& Dialogue
(C) AfL Area:
Feedback &
Marking
Strategies (D) AfL Area:
Self & Peer
Assessment

6. Conclusions
• This is an eye-opener on the level of
researchers, teachers, and learners.
• There is evidence on the existence of a
relatively positive AfL environment.
• More training for both teachers & students on
AfL tools is still needed.
• A structured plan for AfL would be helpful to
teachers.
• Teachers need to keep a record of their
feedback on student work.

7. Recommended AfL Tool
Self- & Peer
Assessment

8. Recommended AfL Tool
Feedback &
Marking
Strategies

9. Recommended AfL Tool
Self- & Peer
Assessment

10. Recommended AfL Tool
Feedback &
Marking
Strategies

11. Recommended AfL Tool
Self- & Peer
Assessment

12. Recommended AfL Tool
Questioning
Techniques &
Dialogue

13. Recommended AfL Tool
Feedback &
Marking
Strategies