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
| Talking mats™ | An interactive resource that uses three sets of picture symbols – topics, options and a visual scale – that is used to help individuals with communication difficulties to express themselves. The picture symbols cover ‘what you want to talk about’ and contain pictures symbolising 'What do you want to do during the day?' 'Where do you want to live?' 'Who do you want to spend time with? The options that relate specifically to each topic include whether you want to go to college, attend a day centre, or stay at home, and so on. The third set comprises a visual scale in order to allow participants to indicate their general feelings about each topic and option, for example, whether they are happy, unsure, or unhappy. |
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| Targeted comments | Help keep feedback manageable by focusing only on strengths but with sufficient advice to allow progression. 'Two stars and a wish' is one approach. It allows learners to build on prior learning and breaks the process of improvement into manageable steps. |
| Targets/targeting | The term used in the national curriculum guidelines for the statements that define the attainment expectations for pupils working at each Level. Some teachers have translated these into language that pupils can understand and used them to share criteria for success. 'Targeting' can also mean focusing on an individual pupil or a group, either to provide additional support or to set more challenging work and learning aims beyond pupils' current level of achievement. A third meaning relates to the process by which a school or department sets itself a target to improve attainment, such as ensuring an increased percentage of pupils attain a particular Level or a number of Standard Grade Credit or Higher Grade C awards. |
| Teacher demonstration | A modelling exercise in which the teacher works through the different stages of an activity, emphasising the stages of the process and the criteria for success. |
| Think time/thinking time | A strategy also referred to as wait time. Time given to learners to reflect critically or creatively on a question or problem, or to pose another question. |
| Think, pair and share | An activity to encourage higher-order thinking that involves pupils thinking individually, then pairing with a partner, then sharing ideas with the wider group. The sequence generally begins with the teacher posing an open-ended question, to which there may be a range of responses. Think time or wait time is followed by discussion with a partner. The pair then share pooled ideas with the whole class. The structure was first developed by Professor Frank Lyman at the University of Maryland in 1981, and subsequently adopted as a co-operative learning strategy. |
| TIMSS (Trends in International Maths and Science Survey) | Scotland participates in this international survey in Mathematics and Science. In 2003 this included important content for students to have learned in mathematics and science, as well as describing important home and school contexts influencing achievement in these subjects. Staff can use this summative information at any local level to judge their performance relative to the national sample and to plan their next steps. |
| Tone question | In English language activities, a question that asks pupils to identify or comment on the writer's tone from the context of the piece being studied and the language used. |
| Traffic lighting | A means of self-evaluation that displays how well a pupil or student has understood a topic or activity based on the colours of a traffic light. Green means 'I can do this'; amber means 'I'm reasonably confident'; and red means 'I need assistance'. It is particularly effective when pupils are involved in establishing, or at least addressing, the criteria for success. |
| Traveller | As travellers are not a homogenous group, the term refers to a range of different groups including Scottish Gypsies/Travellers, Occupational Travellers, New (age) Travellers and Travellers from other parts of Britain or from Europe. Mobility is the main factor which contributes to difficulties in achieving at school. The Scottish Traveller Education Programme (STEP) aims to develop and support inclusive educational approaches for Gypsies and Travellers. |
| Traveller Liaison Support Teacher | Teachers who encourage Traveller children to attend their local schools, where many of them require additional help to cope with the expectations and demands of a busy classroom. Alternative educational opportunities and experiences can be offered to Traveller children, whose lifestyle makes regular school attendance difficult. |
| Two stars and a wish | A type of feedback given to pupils that identifies two strengths in their work and one area for future development. This enables learners to build on prior learning and breaks the process of improvement into manageable steps. |
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