Assessment OF Learning

The Assessment is for Learning (AifL) programme began in 2002 with the aim of providing a streamlined and coherent system of assessment ensuring that parents, teachers and other professionals have the feedback they need on pupils' learning and development needs.

Since 2004, AifL has progressed along three main strands of activity:

Assessment FOR Learning
Assessment AS Learning
Assessment OF Learning

Evaluations have been conducted of Assessment is for Learning, Assessment FOR Learning and Assessment AS Learning and, in 2006, George Street Research was commissioned to conduct an evaluation of Assessment OF Learning (AoL).

Evaluation aim

The aim of the evaluation was to assess the understanding and impact of AoL, its effect on staff development and the degree to which national assessment tools are understood and operating in schools.

Research method

A two-stage methodology was adopted for the evaluation. First, an initial stage of qualitative research which involved focus groups with 47 teachers and in-depth interviews with six local authority staff was undertaken. The results of the initial stage were then used to inform the second, quantitative, phase of the research. For the second phase, surveys were conducted with 401 teachers and 33 local authority staff.

Key findings

Awareness and understanding of AifL and AoL is not firmly embedded across teachers in Scotland. Understanding is not clear in terms of the principles of the different elements of AoL and differentiating between the different strands of AifL.
AoL has resulted in an increase in the range of assessment methods used to monitor and record pupils' achievements, and has helped teachers to become more confident in the different methods they use to assess pupils' learning.
The focus on moderation and standard sharing was identified as being the most effective element. The opportunity for teachers to meet and share ideas was viewed as particularly effective for staff development.
Planning for improvement was identified as the least well developed area of AoL in terms of teacher understanding. Use of National Assessments was generally supported and it was felt they were useful in reinforcing teachers' judgements. There was, however, some concern about their effectiveness. Understanding of the purpose and aims of the Scottish Survery of Achievement is clearly inconsistent.

Conclusion and recommendations

Learning and Teaching Scotland should continue to promote AoL and find ways to support staff in schools and local authorities.
When promoting AoL, particular attention should be given to issues of monitoring and planning for improvement.
Further dissemination of the principles and aims of national assessment activities (National Assessments and Scottish Survey of Achievement) is required to ensure that these can be understood, utilised effectively and embraced further at both school and local authority level.

Full report

Please contact the Research team (research@LTScotland.org.uk) for copies of the full report.

Assessment OF Learning