Assessment is for Learning
Glossary
This glossary explains terms used in AifL - Assessment is for Learning. It is not intended to be exhaustive in educational terms, nor does it include an explanation of every word used in the case study extracts. Instead, it seeks to clarify meanings in order to remove potential barriers to understanding and help the reader to appreciate the messages intended more fully.
Keyword search
| EI (Emotional intelligence) | The ability to perceive and understand, and act appropriately and reflectively on, one's own and other people's feelings and emotions. Where EI is not specifically related to cognitive or academic intelligence, it encompasses qualities such as self-awareness, self-control, and self-motivation. A person with emotional intelligence will have the ability to empathise with others and practise restraint. |
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| ESOL (English as Second or Other Language) | An acronym for English as a Second or Other Language. Sometimes previously referred to as ESL (English as a Second Language), EAL (English as an Additional Language) or ESOL (English for Speakers of Other Languages). |
| Evaluation | The process of determining the significance, effectiveness or success of a lesson, project, innovation, policy, etc. |
| Evidence (of learning) | In assessment or evaluation, evidence is used to give a valid foundation to a judgement, or proof, that the criteria of success have been met at a particular level. In essence, this consists of any relevant behaviour or event. In assessment it includes what pupils do and say in classwork, or in response to a particular task, as well as what they write, or their performance in a test. |
| Exemplar | A model of work used to demonstrate the achievement of, or failure to achieve, the criteria or standard for success. |
| Exemplification | The means of providing models demonstrating the achievement of or failure to achieve the criteria or standard for success. In local moderation, once a group has agreed a judgement, annotated examples of work may be used as exemplification for other staff to demonstrate what does/does not constitute a specific Level. |
| Extended reading | Depending on the context, extended reading may involve pupils in reading complete texts, extended extracts from texts or a number of related texts from the same subject or theme. The purpose of extended reading may be for pleasure, to find information, to compare views and ideas or to evaluate literary skill. |
| Extended writing | An activity in which pupils are required to develop, at some length, a piece of writing on a topic or theme. It provides the opportunity for writers to pursue and develop ideas or arguments more substantially. It also brings important concepts such as planning, structure and characterisation into focus. |
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