AifL - Assessment is for Learning

We want young people to achieve their very best potential while in education. Evidence from research shows that four  'big ideas' about learning help to foster engagement and motivation in learning, and in turn improved attainment, especially in more challenged groups.

 

The Big Ideas

Learners learn best when they:

• understand clearly what they are trying to learn, and what is expected of them
• are given feedback about the quality of their work and what they can do to make it better
• are given advice about how to go about making improvements
• are fully involved in deciding what needs to be done next, and who can give them help if they need it.

These big ideas, along with the experiences of Scottish teachers involved in AifL action research projects, were built into the early work of the AifL Programme. It suggested three separate yet related themes provided the best way of achieving a streamlined and coherent system of assessment that will support learning, and ensure that everyone who needs it has the feedback they need on pupils' learning. These themes, or strands, form a triangle and are called assessment for learning, assessment as learning, and assessment of learning.

Closing the learning gap

Assessment for learningfocuses on the gap between where a learner is in their learning, and where they need to be – the desired goal. This can be achieved through processes such as sharing criteria with learners, effective questioning and feedback.

Empowering learning

Assessment as learning is about understanding how learners learn and empowering them to take responsibility for their own learning. This be achieved through encouraging reflection on learning, a dialogue about goal-setting and development of self and peer assessment.

Gathering and using evidence of learning

The third strand, assessment of learning, provides an arena for the management and planning of assessment, for teachers to work collaboratively and develop professional communities. The principles involved include gathering and using evidence, local moderation (sharing standards) and using assessment information to monitor and plan for improvement.

The Scottish Survey of Achievement (SSA) is part of AifL and plays an important role of the assessment of learning.

Through large-scale annual surveys, the SSA is able to gather evidence of pupils’ attainment at P3, P5, P7 and S2.  

Since 2002 AifL has been working with teachers and schools to help turn the principles of AifL into practice, and there are a number of case studies which illustrate their experiences. More and more schools across the country are adopting AifL, and adapting it to their own context. The message is rapidly spreading across the world. Many countries, including Canada, Australia, New Zealand and several European countries, have seen the benefits in the international research evidence and have established principles of AifL within their systems.

AifL is changing the perception of what can be done in class and about the impact of change on young people.

Schools that have adopted AifL - Assessment is for Learning are very well placed to support the engagement of pupils and staff and further develop thinking along the lines of A Curriculum for Excellence.

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