AifL - Assessment is for Learning
Staff in pre-school centres use A Curriculum Framework for Children 3-5 and schools and teachers use the 5-14 national guidelines - Assessment for guidance on assessment.
However in recent years the nature of assessment in Scottish establishments has developed considerably due to AifL - Assessment is for Learning.
With the development of Curriculum for Excellence, Assessment is for Learning will continue to provide advice and information on assessment. Establishments that have adopted AifL - Assessment is for Learning are very well placed to further develop thinking along the lines of Curriculum for Excellence.
This is a brief introduction to AifL - you can find more information on the Assessment is for Learning website, including examples of AifL work.
AifL - Assessment is for Learning
We want young people to achieve their very best potential while in education. Evidence from research shows that four 'big ideas' about learning help to foster engagement and motivation in learning, and in turn improved attainment, especially in more challenged groups.
The Big Ideas
Learners learn best when they:
- understand clearly what they are trying to learn, and what is expected of them
- are given feedback about the quality of their work and what they can do to make it better
- are given advice about how to go about making improvements
- are fully involved in deciding what needs to be done next, and who can give them help if they need it.
These big ideas, along with the experiences of Scottish staff involved in AifL action research projects, were built into the early work of the AifL Programme. It suggested three separate yet related themes provided the best way of achieving a streamlined and coherent system of assessment that will support learning, and ensure that everyone who needs it has the feedback they need on children’s learning. These themes, or strands, form a triangle and are called assessment for learning, assessment as learning, and assessment of learning.
The three strands of AifL
Closing the learning gap
Assessment for learning focuses on the gap between where a learner is in their learning, and where they need to be – the desired goal. This can be achieved through processes such as sharing criteria with learners, effective questioning and feedback.
Empowering learning
Assessment as learning is about understanding how learners learn and empowering them to take responsibility for their own learning. This can be achieved through encouraging reflection on learning, a dialogue about goal-setting and development of self and peer assessment.
Gathering and using evidence of learning
The third strand, assessment of learning, provides an arena for the management and planning of assessment, for staff to work collaboratively and develop professional communities. The principles involved include gathering and using evidence, sharing standards and using assessment information to monitor and plan for improvement.
Who is doing AifL?
Since 2002 AifL has been working with staff to help turn the principles of AifL into practice, and there are a number of case studies which illustrate their experiences. More and more establishments across the country are adopting AifL, and adapting it to their own context. The message is rapidly spreading across the world. Many countries, including Canada, Australia, New Zealand and several European countries, have seen the benefits in the international research evidence and have established principles of AifL within their systems.
Establishments that have adopted AifL - Assessment is for Learning are very well placed to support the engagement of children and staff and further develop thinking along the lines of A Curriculum for Excellence.
AifL self-assessment toolkits
Use our self-assessment toolkits to audit current practice in your school or early years establishment.