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Assessment forLearning (AfL)
A Guide toGood Practice
for TeachingAssistants
Association forAchievement andImprovement through Assessment
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S I S B N 0 - 9 5 5 0 6 7 7 - 2 - 6
C a a i a 2 0 1 0
About AAIA
This leaflet has been prepared by the Association forAchievement and Improvement through Assessment(AAIA), a voluntary membership association ofeducational professionals devoted to improving teachingand learning through effective assessment. Our memberswork on a day to day basis with teachers in schools todevelop, support and share good practice.
Our vision is:
� All learners are successful learners
� All learning communities value effective assessment
Our aim is:
� To secure effective assessment practice withinthe education community
The Association does this by:
� Being an independent organisation
� Valuing and using the significant range and diversityof members’ experience
� Providing opportunities to develop and share practicethrough regional and national groups and the annualconference
� Keeping members up to date with national andinternational developments
� Encouraging and facilitating action research
� Addressing members’ interests through producing andsharing publications
� Providing and maintaining a popular website,www.aaia.org.uk
� Sustaining an informed and challenging dialogue withgovernmental and other organisations
*Includes: Teaching Assistants (TAs), Teaching andLearning Assistants (TLAs), Higher Level TeachingAssistants (HLTAs), Learning Support Assistants (LSAs)
Association for Achievement andImprovement through Assessment
Assessment forLearning (AfL)A Guide to Good Practice for Teaching Assistants*
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S
ContentsWhat is Assessment for Learning? 2
How does AfL relate to theEvery Child Matters (ECM) agenda? 2
ECM: Be healthy 4
ECM: Stay safe physically and emotionally 6
ECM: Enjoy and achieve 8
ECM: Make a positive contribution 10
ECM: Achieve economic well being 12
Questions for developing your AfL practice 14
Some useful references for further reading 15
Acknowledgements
This document was produced collaborativelyby members of AAIA South West Region
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S 1
2 A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S
What is Assessmentfor Learning?
How does AfL relate tothe Every Child Mattersagenda?
Assessment for Learning (AfL) is not new. As ateaching assistant you will probably know a lotabout it but perhaps would not call it AfL.
It is a process by which effective teachers andTAs decide where pupils are in their learning,where they need to get to and how they mighthelp them to get there.
It is part of everyday teaching and learning andinvolves:
� talking with learners about their learning
� observing learners working and being awareof their learning needs
� looking at what learners know, understandand can do in order to assess their progress
� encouraging learners to reflect on theirlearning
� helping learners understand how they canimprove their learning
� developing learners’ independence and senseof responsibility for their learning
AfL is an important part of good learning andteaching and an integral part of effectiveclassroom practice.
Be Healthy
AfL encourages learners to:
� be self-aware
� develop self-confidence and self-esteem
� feel accepted and worthy of respect
Does the practice in your classroomsencourage these?
Stay Safe
Effective AfL ensures that learners feel safe to:
• take on new learning challenges
• see that making mistakes is an essential aspect of their learning
Are teachers and learners in your school willing to ‘have a go’ and to takecalculated risks?
Make a Positive Contribution
AfL helps learners to:
• work effectively with others
• take increasing responsibility for themselves
• value the efforts of others and respect differences
Is there evidence of this in your school? Are all opinions treated with respect?
Enjoy and Achieve
AfL ensures that:
� pupils learn and progress well
� work is matched to pupils’ needs
� achievements in the widest sense are recognised for all pupils
� pupils are motivated to learn
� parents are informed about and involved in their child’s learning
Is achievement, in its widest sense, celebrated and valued?
Achieve Economic Well-being
AfL encourages:
� active learning that maintains motivation and supports pupils in becoming self-starters and life long learners
� skills which employers require, for example team work, collaborative learning, adaptability, self assessment
� pupils to work hard in order to succeed and be prepared for future education and training
Are you confident that pupils can use their skills in a variety of contexts and are well prepared for the next stage in their learning?
Why is thisimportant tolearners?The following pages are arranged toreflect the Every Child Matters priorityareas and highlight how AfL relates to them.
Practical strategies and techniques aresuggested. Each section includes anotes page for your own observationsand reflections about how you areworking with learners and the impactyou are having on their learning.
On page 14 you will find somequestions to help you evaluate howyou are using AfL and how you mightdevelop your practice further.
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S 3
Focu
s:W
hat
are
we
aim
ing
to d
o?
Enab
le le
arne
rs t
o ta
lk a
bout
the
irle
arni
ng,
unde
rsta
nd t
he p
roce
ss,
and
be a
ble
to id
entif
y w
here
the
yar
e in
the
ir le
arni
ng
Enco
urag
e a
‘gro
wth
’ m
inds
et t
hat
valu
es e
ffor
t, h
avin
g a
go,
resi
lienc
e an
d le
arni
ng f
rom
mis
take
s
Con
vinc
e le
arne
rs w
hat
they
can
do a
nd a
chie
ve t
hrou
gh t
heir
own
effo
rts
and
with
the
hel
p of
oth
ers,
rega
rdle
ss o
f th
eir
star
ting
poin
t
Enco
urag
e le
arne
rs t
o sh
are
thei
rop
inio
ns a
nd a
ccep
t an
d re
spec
tth
e vi
ews
of o
ther
s
Esta
blis
h cl
ear
rule
s w
ith le
arne
rsab
out
spea
king
, lis
teni
ng a
ndre
spec
ting
one
anot
her
Pro
cess
:H
ow w
ill t
his
happ
en?
Wha
t st
rate
gies
/tec
hniq
ues
will
you
use
?
You
mig
ht:
�en
cour
age
part
ner
talk
to
artic
ulat
e th
ough
ts,
idea
s, c
hoic
es a
nd u
nder
stan
ding
�en
cour
age
lear
ners
to
reco
gnis
e an
d pr
aise
the
lear
ning
suc
cess
of
othe
rs
�ta
lk a
bout
lear
ning
rat
her
than
ac
tiviti
es/a
nsw
ers
�as
k qu
estio
ns t
o un
pick
lear
ning
suc
h as
, W
hy d
o yo
u th
ink
that
? W
hat
help
ed y
ou?
�gi
ve s
peci
fic p
rais
e, f
ocus
ing
on
the
lear
ning
pro
cess
as
wel
l as
outc
omes
�id
entif
y ac
hiev
emen
ts a
nd n
ext
step
s w
ith
lear
ners
�en
cour
age
peer
and
sel
f-as
sess
men
t (b
oth
verb
al a
nd w
ritte
n)
�va
lue
and
use
all c
ontr
ibut
ions
�m
odel
thi
nkin
g al
oud
�us
e th
e le
arni
ng o
ppor
tuni
ties
whi
ch
mis
take
s an
d m
isco
ncep
tions
pro
vide
Imp
act
Wha
t di
ffer
ence
do
you
thin
k th
isw
ill m
ake
to le
arne
rs?
Wha
t ev
iden
ce w
ill y
ou h
ave?
Lear
ners
:
�ca
n ex
plai
n w
hat
and
how
the
y ar
e le
arni
ng,
wha
t is
hel
ping
or
hind
erin
g th
em a
nd w
here
the
y ar
e in
the
ir le
arni
ng
�ar
e ex
cite
d an
d m
otiv
ated
abo
ut
lear
ning
�ha
ve c
opin
g st
rate
gies
and
the
co
nfid
ence
to
pers
ever
e w
hen
face
d w
ith d
iffic
ultie
s
�ha
ve t
he c
onfid
ence
to
cont
ribut
e id
eas
and
resp
ond
to t
he id
eas
of
othe
rs
�ar
e aw
are
of t
heir
pref
erre
d le
arni
ng s
tyle
s an
d ap
proa
ches
to
lear
ning
Rat
ion
ale:
Why
is it
impo
rtan
t?
So t
hat
lear
ners
will
:
�be
sel
f-aw
are
�de
velo
p th
eir
self-
conf
iden
ce
and
rais
e se
lf-es
teem
�de
velo
p pe
rsis
tenc
e, s
tam
ina
and
resi
lienc
e
�fe
el a
ccep
ted,
wor
thy
of
resp
ect,
and
sho
w r
espe
ct
for
othe
rs
Every
Ch
ild
Matt
ers
: B
e h
ealt
hy
4
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S 5
No
tes
pag
e f
or
yo
ur
tho
ug
hts
/ob
serv
ati
on
s:
Ask
yours
elf q
uest
ions
such
as:
What
did
I d
o/n
otice
? W
hat
was
the im
pact
on t
he learn
ers
?
How
will
this
aff
ect
what
I do in f
utu
re?
(If y
ou a
re u
nder
taki
ng a
n N
VQ
/SV
Q q
ualif
icat
ion
you
can
refe
r to
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iona
l Voc
atio
nal S
tand
ards
for
sup
port
ing
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hing
and
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rnin
g in
Sch
ools
STL
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ourc
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f to
sup
port
you
r re
flect
ions
)
Focu
s:W
hat
are
we
aim
ing
to d
o?
Enco
urag
e le
arne
rs t
o ta
lk in
ava
riety
of
cont
exts
and
to
liste
nre
spec
tful
ly
Hel
p le
arne
rs u
nder
stan
d th
eim
port
ance
of
risk
and
the
pow
erof
per
sist
ence
; to
see
k ch
alle
nge
and
be r
esili
ent
in t
he f
ace
ofse
tbac
ks
Hel
p le
arne
rs d
evel
op t
heco
nfid
ence
to
be a
ble
to le
arn
from
mis
take
s an
d ex
plor
e ho
wpr
oble
ms
can
be s
olve
d by
thin
king
and
wor
king
tog
ethe
r
Pro
cess
:H
ow w
ill t
his
happ
en?
Wha
t st
rate
gies
/tec
hniq
ues
will
you
use
?
Whe
n ge
nera
ting
and
deve
lopi
ng s
trat
egie
sw
ith le
arne
rs y
ou m
ight
:
�m
odel
wha
t to
do
whe
n yo
u ha
ve a
pr
oble
m/g
et s
tuck
/are
uns
ure
wha
t to
do
�as
k qu
esti
ons
whi
ch e
ncou
rage
the
le
arne
r to
thi
nk,
i.e.
mai
nly
open
end
ed
ones
, su
ppor
ted
by a
ppro
pria
te p
rom
pts
and
prob
es
�us
e po
sitiv
e bo
dy la
ngua
ge,
faci
al
expr
essi
on,
tone
of
voic
e
�ex
plor
e m
ista
kes
and
mis
conc
eptio
ns
toge
ther
– a
nd u
se t
hem
to
mov
e sh
ared
le
arni
ng f
orw
ard
�en
cour
age
lear
ners
to
‘thi
nk/p
air/
shar
e’
�m
odel
how
to
resp
ond
to,
expl
ore
and
use
answ
ers
that
are
inco
rrec
t or
inco
mpl
ete
Imp
act
Wha
t di
ffer
ence
do
you
thin
k th
isw
ill m
ake
to le
arne
rs?
Wha
t ev
iden
ce w
ill y
ou h
ave?
Lear
ners
:
�ar
e co
nfid
ent
to t
ake
risks
with
th
eir
lear
ning
�sh
are
idea
s re
adily
and
cha
lleng
e th
emse
lves
and
the
ir pe
ers
�ca
n m
anag
e th
inki
ng t
ime
and
use
refle
ctio
n ef
fect
ivel
y
�ca
n ex
plai
n an
d/or
des
crib
e th
eir
thin
king
�kn
ow t
hat
all c
ontr
ibut
ions
are
va
lued
�re
spon
d se
nsiti
vely
to
erro
rs a
nd
mis
conc
eptio
ns
Rat
ion
ale:
Why
is it
impo
rtan
t?
So t
hat
lear
ners
will
:
�fe
el s
afe
in t
akin
g on
new
le
arni
ng c
halle
nges
and
ex
plor
ing
fres
h id
eas
�re
cogn
ise
that
mak
ing
mis
take
s is
a v
alua
ble
and
esse
ntia
l asp
ect
of le
arni
ng
�de
velo
p th
eir
conf
iden
ce
in f
acin
g di
ffic
ultie
s
Every
Ch
ild
Matt
ers
: S
tay s
afe
, p
hysi
call
y a
nd
em
oti
on
all
y
6
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S 7
No
tes
pag
e f
or
yo
ur
tho
ug
hts
/ob
serv
ati
on
s:
Ask
yours
elf q
uest
ions
such
as:
What
did
I d
o/n
otice
? W
hat
was
the im
pact
on t
he learn
ers
?
How
will
this
aff
ect
what
I do in f
utu
re?
(If y
ou a
re u
nder
taki
ng a
n N
VQ
/SV
Q q
ualif
icat
ion
you
can
refe
r to
Nat
iona
l Voc
atio
nal S
tand
ards
for
sup
port
ing
Teac
hing
and
Lea
rnin
g in
Sch
ools
STL
30ht
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w.t
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ov.u
k/up
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ourc
es/p
df/n
/nos
_stl/
nos_
stl3
0.pd
f to
sup
port
you
r re
flect
ions
)
Focu
s:W
hat
are
we
aim
ing
to d
o?
Enab
le e
ach
lear
ner
to r
ecog
nise
wha
t th
ey d
o w
ell a
nd w
hat
they
need
to
do n
ext
Enco
urag
e le
arne
rs t
o ta
lk a
bout
thei
r le
arni
ng in
ter
ms
ofac
hiev
emen
t, p
roce
ss a
nd n
ext
step
s
Enco
urag
e le
arne
rs t
o re
flect
on
thei
r le
arni
ng,
to t
hink
abo
ut a
ndun
ders
tand
wha
t he
lps
them
to
lear
n an
d w
hat
hind
ers
thei
rle
arni
ng
Enco
urag
e le
arne
rs t
o of
fer
thei
row
n op
inio
ns a
nd t
o co
nsid
er t
hevi
ews
of o
ther
s
Ensu
re p
aren
ts k
now
wha
t th
eir
daug
hter
/son
has
ach
ieve
d an
dth
eir
next
ste
ps
Pro
cess
:H
ow w
ill t
his
happ
en?
Wha
t st
rate
gies
/tec
hniq
ues
will
you
use
?
Whe
n he
lpin
g le
arne
rs,
to f
ocus
on
wha
tth
ey a
re le
arni
ng(a
s di
stin
ct f
rom
wha
t th
eyar
e do
ing)
you
mig
ht:
�sh
are
clea
r le
arni
ng o
bjec
tives
and
dev
elop
su
cces
s cr
iteria
with
lear
ners
, w
hich
the
y ca
n ex
plor
e an
d re
flect
upo
n
�us
e a
varie
ty o
f m
etho
ds t
o ge
t le
arne
rs
talk
ing
and
aski
ng a
nd e
xplo
ring
open
qu
estio
ns,
for
exam
ple
paire
d/sm
all g
roup
w
ork
�en
cour
age
risk
taki
ng,
spec
ulat
ion,
hy
poth
esis
ing
and
pred
ictin
g
�re
spec
t an
d va
lue
all i
deas
and
co
ntrib
utio
ns
�re
view
lear
ning
exp
erie
nces
- W
hat.
.. (h
ave
we
lear
ned)
?-
Why
... (i
s it
impo
rtan
t)?
- H
ow d
id y
ou le
arn.
..?-
How
can
you
impr
ove.
..?
Imp
act
Wha
t di
ffer
ence
do
you
thin
k th
isw
ill m
ake
to le
arne
rs?
Wha
t ev
iden
ce w
ill y
ou h
ave?
Lear
ners
:
�ac
tivel
y pa
rtic
ipat
e in
dis
cuss
ion
grou
ps w
here
eve
ry m
embe
r co
ntrib
utes
fre
ely
�ca
n us
e gr
oup
situ
atio
ns t
o in
form
and
prog
ress
to
the
next
ste
ps in
th
eir
lear
ning
and
rai
se t
heir
own
expe
ctat
ions
�un
ders
tand
the
nex
t st
eps
in t
heir
lear
ning
, an
d ar
e su
ppor
ted
by
thei
r pa
rent
s/ca
rers
�pa
rent
s an
d ca
rers
are
wel
l-in
form
ed a
nd a
war
e of
how
the
y ca
n su
ppor
t th
eir
daug
hter
’s/so
n’s
lear
ning
and
hel
p th
em t
o m
ove
on
�ar
e ex
cite
d an
d m
otiv
ated
to
lear
n
Rat
ion
ale:
Why
is it
impo
rtan
t?
So t
hat
lear
ners
will
:
�se
e th
at t
heir
own
prog
ress
is h
igh
prio
rity
�en
joy
lear
ning
tha
t is
m
atch
ed t
o th
eir
need
s
�be
mot
ivat
ed t
o le
arn
�un
ders
tand
tha
t th
ey a
re
resp
onsi
ble
for
thei
r ow
n le
arni
ng
�se
e th
at a
ll ac
hiev
emen
ts
in t
he w
ides
t se
nse
are
reco
gnis
ed
�ha
ve t
heir
lear
ning
su
ppor
ted
by p
aren
ts w
ho a
re
wel
l inf
orm
ed a
nd in
volv
ed in
th
eir
daug
hter
’s/so
n’s
lear
ning
Every
Ch
ild
Matt
ers
: E
njo
y a
nd
ach
ieve
8
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S 9
No
tes
pag
e f
or
yo
ur
tho
ug
hts
/ob
serv
ati
on
s:
Ask
yours
elf q
uest
ions
such
as:
What
did
I d
o/n
otice
? W
hat
was
the im
pact
on t
he learn
ers
?
How
will
this
aff
ect
what
I do in f
utu
re?
(If y
ou a
re u
nder
taki
ng a
n N
VQ
/SV
Q q
ualif
icat
ion
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can
refe
r to
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iona
l Voc
atio
nal S
tand
ards
for
sup
port
ing
Teac
hing
and
Lea
rnin
g in
Sch
ools
STL
30ht
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w.t
da.g
ov.u
k/up
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/res
ourc
es/p
df/n
/nos
_stl/
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stl3
0.pd
f to
sup
port
you
r re
flect
ions
)
Focu
s:W
hat
are
we
aim
ing
to d
o?
Enco
urag
e an
d su
ppor
tco
llabo
rativ
e le
arni
ng
Rein
forc
e th
e m
essa
ge t
hat
lear
ners
are
res
pons
ible
for
the
irow
n le
arni
ng
Plan
inte
rven
tions
car
eful
ly s
o th
atle
arne
rs a
re a
llow
ed/e
ncou
rage
d to
reac
h th
eir
own
conc
lusi
ons,
rat
her
than
sim
ply
bein
g pr
ovid
ed w
ithth
e an
swer
Valu
e al
l con
trib
utio
ns a
nd e
xpan
dun
ders
tand
ing
thro
ugh
disc
ussi
onan
d qu
estio
ning
Pro
cess
:H
ow w
ill t
his
happ
en?
Wha
t st
rate
gies
/tec
hniq
ues
will
you
use
?
Whe
n de
velo
ping
col
labo
rativ
e le
arni
ngop
port
uniti
es y
ou m
ight
:
�en
sure
lear
ners
hav
e a
purp
ose
for
thei
rle
arni
ng�
enco
urag
e le
arne
rs t
o qu
estio
n an
d ex
plor
e(W
hat d
o yo
u th
ink?
Why
?)w
ithin
the
gro
up�
ask
‘thi
nkin
g’ q
uest
ions
e.g
. W
hat
can
you
do n
ext?
Why
? W
hat
do y
ou n
eed?
�m
odel
act
ive
liste
ning
/spe
akin
g an
d th
eex
chan
ge o
f re
sour
ces
�en
cour
age
the
shar
ing
and
expl
orat
ion
of id
eas
�id
entif
y an
d di
scus
s sk
ills
for
effe
ctiv
egr
oup
wor
k an
d ag
ree
grou
nd r
ules
for
spea
king
, list
enin
g an
d ro
les
with
in a
gro
up�
prov
ide
oppo
rtun
ities
for
lear
ners
to
take
diff
eren
t ro
les
with
in a
gro
up�
offe
r ch
oice
s fo
r le
arne
rs a
nd e
nsur
e th
eyha
ve a
cces
s to
a r
ange
of
reso
urce
s�
prom
ote
inde
pend
ence
by
usin
g, f
orex
ampl
e, ‘
gett
ing
unst
uck’
pos
ters
and
othe
r se
lf-he
lp s
trat
egie
s�
prov
ide
oppo
rtun
ities
for
gro
up d
iscu
ssio
nan
d re
flect
ion
thro
ugh
peer
and
sel
fas
sess
men
t, p
rais
e fo
r co
ntrib
utio
ns,
achi
evem
ents
and
the
eff
ectiv
e us
e of
grou
p-w
orki
ng s
kills
�m
odel
a p
ositi
ve r
espo
nse
to m
ista
kes
and
mis
conc
eptio
ns
Imp
act
Wha
t di
ffer
ence
do
you
thin
k th
isw
ill m
ake
to le
arne
rs?
Wha
t ev
iden
ce w
ill y
ou h
ave?
Lear
ners
will
be
able
to:
�sp
eak
clea
rly a
nd c
onfid
ently
�lis
ten
to e
ach
othe
r�
shar
e re
sour
ces
�be
abl
e to
giv
e an
d re
ceiv
e he
lp�
disc
uss
skills
nee
ded
to c
ompl
ete
a ta
sk�
take
diff
eren
t ro
les
in a
tas
k (w
ithin
a
pair/
grou
p)�
use
othe
rs in
the
gro
up a
s a
reso
urce
for
whe
n th
ey a
re s
tuck
�se
lect
the
ir ow
n re
sour
ces
as a
nd
whe
n re
quire
d �
reco
rd in
depe
nden
tly
�us
e st
rate
gies
whe
n ‘s
tuck
’ th
at d
o no
t re
ly o
n ad
ult
inte
rven
tion
�ta
ke in
crea
sing
res
pons
ibili
ty f
or
them
selv
es�
iden
tify
next
ste
ps f
or t
hem
selv
es
and
to h
elp
othe
rs
Teac
hing
Ass
ista
nts
will
:
�be
ful
ly in
volv
ed in
exp
lorin
g an
d re
flect
ing
on t
he le
arni
ng p
roce
ss
with
lear
ners
�re
cogn
ise
and
prai
se a
chie
vem
ents
in
rel
atio
n to
lear
ning
goa
ls
Rat
ion
ale:
Why
is it
impo
rtan
t?
So t
hat
lear
ners
will
:
�w
ork
effe
ctiv
ely
with
oth
ers
and
deve
lop
the
spec
ific
skill
sne
eded
�be
com
e te
am p
laye
rs a
ndva
lue
the
skill
s an
d ta
lent
s of
othe
rs
�be
gin
to t
ake
resp
onsi
bilit
yan
d de
velo
p se
lf-he
lpst
rate
gies
�va
lue
the
effo
rts
of o
ther
san
d re
spec
t di
ffer
ence
s
�w
illin
gly
cont
ribut
e in
less
ons
Every
Ch
ild
Matt
ers
: M
ake a
po
siti
ve c
on
trib
uti
on
1 0
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S 1 1
No
tes
pag
e f
or
yo
ur
tho
ug
hts
/ob
serv
ati
on
s:
Ask
yours
elf q
uest
ions
such
as:
What
did
I d
o/n
otice
? W
hat
was
the im
pact
on t
he learn
ers
?
How
will
this
aff
ect
what
I do in f
utu
re?
(If y
ou a
re u
nder
taki
ng a
n N
VQ
/SV
Q q
ualif
icat
ion
you
can
refe
r to
Nat
iona
l Voc
atio
nal S
tand
ards
for
sup
port
ing
Teac
hing
and
Lea
rnin
g in
Sch
ools
STL
30ht
tp://
ww
w.t
da.g
ov.u
k/up
load
/res
ourc
es/p
df/n
/nos
_stl/
nos_
stl3
0.pd
f to
sup
port
you
r re
flect
ions
)
Focu
s:W
hat
are
we
aim
ing
to d
o?
Enco
urag
e le
arne
rs t
o ge
nera
tean
d de
velo
p th
eir
own
idea
s
Hel
p le
arne
rs d
evel
op t
rans
fera
ble
skill
s an
d us
e th
em f
lexi
bly
Hel
p le
arne
rs id
entif
y an
d re
flect
on a
ny b
arrie
rs t
o le
arni
ng
Enco
urag
e le
arne
rs t
o un
ders
tand
that
eff
ort
is w
orth
whi
le a
nd is
likel
y to
lead
to
succ
ess
Hel
p le
arne
rs t
o se
e th
e re
leva
nce
of t
heir
lear
ning
to
thei
r fu
ture
aspi
ratio
ns,
happ
ines
s an
d w
ell-
bein
g
Pro
cess
:H
ow w
ill t
his
happ
en?
Wha
t st
rate
gies
/tec
hniq
ues
will
you
use
?
Whe
n w
orki
ng w
ith a
sm
all g
roup
you
mig
ht:
�m
odel
the
thi
nkin
g an
d sh
arin
g pr
oces
s (I
thin
k...
beca
use.
..; W
e th
ink.
..bec
ause
…)
�he
lp t
o de
velo
p ac
tive
disc
ussi
ons
(Who
els
e th
inks
tha
t? W
hy d
o yo
u th
ink
that
? W
hat
do o
ther
s th
ink?
)
�en
cour
age
indi
vidu
als
to h
elp
each
oth
eran
d to
sha
re a
nd s
wap
idea
s w
ithou
tre
lyin
g on
adu
lt su
ppor
t
�w
hen
lear
ners
app
ear
to b
e ‘s
tuck
’
- as
k th
em t
o re
flect
on
thei
r pr
oble
m
- su
gges
t st
rate
gies
to
get
them
selv
es‘u
nstu
ck’
�hi
ghlig
ht t
he e
ffec
tiven
ess
of g
roup
s w
here
lear
ners
are
sha
ring
idea
s an
d lis
teni
ng w
ell
to o
ne a
noth
er
�m
odel
diff
icul
ty a
s pa
rt o
f le
arni
ng a
ndho
w t
o vi
ew t
hat
posi
tivel
y (T
his
is g
oing
to
be a
rea
l cha
lleng
e, it
’s g
oing
to
be r
eally
exci
ting!
)
�he
lp le
arne
rs t
o se
e th
e bi
g pi
ctur
e by
high
light
ing
links
(Do
you
rem
embe
r w
hen
we
did
…?
How
cou
ld w
e us
e th
at t
o…?)
Imp
act
Wha
t di
ffer
ence
do
you
thin
k th
isw
ill m
ake
to t
he le
arne
rs?
Wha
t ev
iden
ce w
ill y
ou h
ave?
Lear
ners
will
:
�he
lp e
ach
othe
r bo
th in
and
out
of
the
less
on t
ime
�us
e th
inki
ng v
ocab
ular
y su
ch a
s‘I
thin
k…’
and
‘Sup
pose
…’
as a
mat
ter
of c
ours
e
�ha
ve c
onfid
ence
to re
ly o
n th
emse
lves
and
each
oth
er r
athe
r th
an a
dults
�‘lo
ve’
lear
ning
and
be
mot
ivat
ed
to le
arn
�be
act
ivel
y in
volv
ed in
the
ir le
arni
ng
�be
ref
lect
ive
and
mak
e lin
ks,
reco
gnisi
ng h
ow le
arni
ng c
an b
eap
plie
d in
a r
ange
of
situa
tions
�us
e pr
oble
m s
olvi
ng, d
ecisi
on m
akin
gan
d en
quiry
ski
lls in
depe
nden
tly a
cros
sth
e cu
rric
ulum
�be
abl
e to
dem
onst
rate
and
tal
kab
out
thei
r le
arni
ng in
a v
arie
ty o
fw
ays,
for
exa
mpl
e, g
ivin
g a
pres
enta
tion,
mak
ing
a di
spla
y,vi
deo,
poe
m,
leaf
let
etc.
�m
ake
accu
rate
and
rea
listic
judg
emen
ts in
rel
atio
n to
the
irac
hiev
emen
ts a
nd u
se t
hese
to
prog
ress
fur
ther
Rat
ion
ale:
Why
is it
impo
rtan
t?
So t
hat
lear
ners
:
�ar
e ac
tivel
y in
volv
ed a
nd a
rem
otiv
ated
to
lear
n
�w
ill b
ecom
e se
lf-st
arte
rs a
ndlif
elon
g in
depe
nden
t le
arne
rs
�ca
n in
depe
nden
tly o
verc
ome
barr
iers
to
lear
ning
�de
velo
p th
e sk
ills
soug
ht b
yem
ploy
ers
�re
cogn
ise
that
the
ir le
arni
ngis
impo
rtan
t an
d pe
rsev
ere
toac
hiev
e, f
or e
xam
ple,
to
secu
re q
ualif
icat
ions
Every
Ch
ild
Matt
ers
: A
chie
ve e
con
om
ic w
ell
-bein
g
1 2
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S 1 3
No
tes
pag
e f
or
yo
ur
tho
ug
hts
/ob
serv
ati
on
s:
Ask
yours
elf q
uest
ions
such
as:
What
did
I d
o/n
otice
? W
hat
was
the im
pact
on t
he learn
ers
?
How
will
this
aff
ect
what
I do in f
utu
re?
(If y
ou a
re u
nder
taki
ng a
n N
VQ
/SV
Q q
ualif
icat
ion
you
can
refe
r to
Nat
iona
l Voc
atio
nal S
tand
ards
for
sup
port
ing
Teac
hing
and
Lea
rnin
g in
Sch
ools
STL
30ht
tp://
ww
w.t
da.g
ov.u
k/up
load
/res
ourc
es/p
df/n
/nos
_stl/
nos_
stl3
0.pd
f to
sup
port
you
r re
flect
ions
)
Qu
est
ion
s fo
r d
evelo
pin
g y
ou
r A
fL p
ract
ice
Thes
e ca
n b
e use
d f
or
self/p
eer
reflec
tion a
nd s
taff
tra
inin
g
Key
Fea
ture
s o
f ef
fect
ive
asse
ssm
ent
for
lear
nin
gYo
ur
ob
serv
atio
ns/
no
tes/
com
men
tsYo
ur
nex
t st
eps
How
do
I ens
ure
that
I un
ders
tand
the
lear
ning
obje
ctiv
es/in
tend
ed le
arni
ng o
utco
mes
?
How
do
I sup
port
lear
ners
in u
nder
stan
ding
and
gene
ratin
g su
cces
s cr
iteria
?
In w
hat
way
s do
I m
odel
goo
d le
arni
ng?
How
do
I use
the
out
com
es f
rom
ass
essm
ent
toin
form
inte
rven
tions
and
pla
nnin
g?
In w
hat
way
s do
I su
ppor
t le
arne
rs a
nd t
he t
each
erw
hen
ques
tions
are
bei
ng a
sked
?
How
do
I enc
oura
ge le
arne
rs t
o as
k th
e ki
nds
ofqu
estio
ns w
hich
will
sup
port
the
ir le
arni
ng?
How
do
I hel
p le
arne
rs t
o be
cle
ar a
bout
the
nex
tst
eps
in t
heir
lear
ning
and
how
to
achi
eve
them
?
How
do
I sup
port
lear
ners
to
take
incr
easi
ngre
spon
sibi
lity
for
thei
r le
arni
ng?
How
do
I sup
port
lear
ners
in d
evel
opin
gse
lf-co
nfid
ence
and
sel
f-es
teem
?
How
do
I enc
oura
ge le
arne
rs t
o ta
ke r
isks
with
thei
r le
arni
ng?
How
do
I sup
port
lear
ners
whe
n th
ey a
re n
ot c
lear
abou
t w
hat
to d
o ne
xt?
How
do
I enc
oura
ge le
arne
rs t
o va
lue
the
effo
rts
of o
ther
s an
d re
spec
t th
eir
view
s?
How
do
I sup
port
lear
ners
to
refle
ct o
n th
e ex
tent
to w
hich
lear
ning
obj
ectiv
es h
ave
been
ach
ieve
d?
How
do
I wor
k w
ith t
he t
each
er in
ref
lect
ing
onho
w s
ucce
ssfu
l the
lear
ning
has
bee
n?
How
do
I enc
oura
ge le
arne
rs t
o th
ink,
tal
k an
dle
arn
abou
t w
hat
and
how
the
y le
arn?
1 4 A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S
Some useful sources of further information
Towards dialogic teaching – Rethinking classroom talk Robin Alexander(Dialogos, 2008)
Active learning through formative assessment Shirley Clarke:(Hodder Education, 2008)
Formative Assessment in the secondary classroom Shirley Clarke:(Hodder Education, 2005)
Mindset, the new psychology of success Carol Dweck(Ballantine Books, 2006)
Towards successful learning Diana Pardoe(Network Continuum Education, 2009)
Books by Robert Fisher:
Stories for thinking (Nash Pollock, 1996)
Games for thinking (Nash Pollock, 1997)
Poems for thinking (Nash Pollock, 1997)
Values for thinking (Nash Pollock, 2001)
Starters for thinking (Nash Pollock, 2006)
From the Black Box Assessment for Learning series:
Inside the black box Paul Black and Dylan Wiliam(GL Assessment, 1998)
Inside the primary black box Christine Harrison and Sally Howard (GL Assessment 2009)
Assessment for Learning: A Practical Guide Council for the Curriculum Examinations and Assessment (Northern Ireland)
www.nicurriculum.org.uk
Association for Achievement and Improvement through Assessmentwww.aaia.org.uk
Independent Thinkingwww.independentthinking.co.uk
Working together: teaching assistants and assessment for learning (Secondary)http://nationalstrategies.standards.dcsf.gov.uk/node/86723
National Vocational Standards for supporting teaching and learning in schools STL30www.tda.gov.uk/upload/resources/pdf/n/nos_stl/nos_stl30.pdf
A G U I D E T O G O O D P R A C T I C E F O R T E A C H I N G A S S I S TA N T S 1 5
Assessment forLearning (AfL)
A Guide toGood Practice
for TeachingAssistants
Designed by Pat Moss 01473 622941Printed by Suffolk Design & Print 01473 260600
Association forAchievement andImprovement through Assessment
C a a i a 2 0 1 0
I S B N 0 - 9 5 5 0 6 7 7 - 2 - 6
