Assessment is for Learning - introduction
Formative assessment principles
Learners learn best when…
- they understand clearly what they are trying to learn, and what is expected of them
- they are given feedback about the quality of their work and what they can do to make it better
- they are given advice about how to go about making improvements
- they are fully involved in deciding what needs to be done next, and who can give them help if they need it.
'It is clear that teachers' own professional judgements of the levels of attainment of their pupils, made on the basis of assessment as part of the teaching process, are essential in the planning for the next steps in a child’s learning. To be effective these judgements need to be based upon good evidence and a shared understanding of standards.'
Assessment, Testing and Reporting 3-14, our response (Scottish Executive, 2004)
Teachers' TV video guides
Here are two 15-minute programmes from the Teachers' TV website (to view online or download) which cover the basics of Assessment for Learning. They provide practical examples of its application in a modern foreign languages classroom. The first includes interviews with Paul Black and Chris Harrison, authors of the influential pamphlet Working Inside the Black Box.
Formative assessment - video on Teachers' TV website
Assessment for Learning - video on Teachers' TV website
Improving assessment in Scotland
In outlining the agenda for education in Scotland until 2007, Peter Peacock, Minister for Education and Young People, pledged to improve assessment of 3- to 14-year-olds to support learning. This includes ensuring 'all schools are part of the AifL programme, by 2007, to ensure that assessment supports learning'. (SEED, 2004)
The Scottish Executive continues to fund action research projects in schools to help further this aim. To find out more, contact the Assessment Co-ordinator in your local authority.
Assessment is for Learning (AifL)
The Assessment is for Learning programme (AifL), managed by LTS, included Project 4, Gathering and Interpreting Evidence, which encapsulated aspects of what are now known as assessment of learning and assessment for learning. It was one of ten projects looking at ten discrete aspects of assessment.
Contributions from Gillian Tinning, Belmont Academy; Liz Scott, Scottish CILT; Myra Young, SEED
Experiences and outcomes
Read about the experiences and outcomes for modern foreign languages and find out how you can use them in your teaching.