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
| Learning and Teaching Scotland (LTS) | Learning and Teaching Scotland is an executive non-departmental public body sponsored by the Scottish Government Education and Lifelong Learning Directorate to help review, assess and support developments in learning and education, including the use of information and communications technology (ICT). |
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| Learning difficulties | Usually refers to pre-school and school-age children who have a particular type of additional support need. In more general terms, and according to the Learning and Skills Act 2000, a person has learning difficulties if they have greater learning difficulty than people of their own age, and this prevents or hinders their educational progress. It does not however include difficulties specifically to do with the language being used for teaching being different from that of the learner's home environment. |
| Learning intentions | Goals that are set for the outcome of a lesson or series of lessons. They may be related to a process or the final product. |
| Learning logs | Diaries or journals kept by learners, which are used as tools for problem solving and progression. The emphasis is on reflection and the self-evaluation of learning, not simply on simply recording dates and lessons. |
| Learning objective | Similar to a learning intention - a target or goal that is set for learners to work towards in a lesson or series of lessons. |
| Learning outcomes | Broad summary statements in the curriculum guidelines, on areas of attainment for pupils as they move through programmes of study. |
| Learning styles | Refers to the range of preferred methods of receiving information and approaches to learning. One set of ideas divides learning styles into three broad categories: auditory, visual, and tactile/kinaesthetic. Auditory learn best by listening; visual learn through seeing and/or reading; and tactile/kinaesthetic learners through touching or moving. Gordon Pask identified two broad approaches: a holistic one, where the learner seeks 'the big picture', and an operational one, in which the learner prefers to make logical connections. Learning styles can change through time as the brain develops. There is evidence that effective learners are often versatile and have learned to use different learning styles according to circumstances and learning intentions. |
| Levels of attainment | In the 5-14 National Guidelines, they state the Level which pupils should attain at each stage of education. There are six levels, progressing from A to F. Most pupils are expected to achieve Level A in P2/P3, Level B by the end of P4, Level C in P4-P6, Level D by the end of P7 and Level E by the end of S2. Level F specifies attainment beyond Level E reached by some pupils before the end of S2. Level judgements should be based on the full range of information available, and gathered over a period of time. When they believe pupils have a good grasp of a significant body of learning, teachers confirm their judgement through summative activities, which may include National Assessments. |
| Linkage question | In English language close reading activities, refers to questions designed to show pupils' understanding of aspects of the author's structuring of the passage. Linkage describes the way one section of a piece of text, usually a paragraph, is linked to another. Typical link words might be something like 'however', or 'nevertheless', but linkage is often in the form of a phrase or an introductory sentence that refers back to the previous section and introduces what is to follow. |
| Lower-order question | A question that requires a yes/no or a simple factual answer. It tests learners' recall but does not promote higher-order, independent thinking. Questions like this have also been called 'skinny' or 'closed' questions. |
PDF File: Assessment is for Learning - Glossary (4.3 MB)