Aim:

AFL: Helping students progress in their learning

AFL: Helping students progress in their learning

Develop effective assessment for learning strategies to review student progress.

• At what level are you?

• Where do you want to go?

• How do you get there?

• Y12s back in lessons from Monday.

• Please keep standards high, especially homework/punctuality.

• New policies and procedures will be in place for September.

Going back to basics…Going back to basics…

• Students knowing where they are. (TA/TPG?)

• Where they are going. (Target?)

• How to get there. (?)

Assessment for learning is qualitative.

Data is quantitative.

Data cannot tell students ‘How to get there’ – that’s our job. But also give them an opportunity to do it.

An easy marking strategy…An easy marking strategy…

• Use of A, B, C etc questions.

• Ask them a question which will further their understanding.

• Ask them to do something which will develop their skills.

• Differentiate. Judge it based on the student and their answer….

• U grade.

• Needs lots of support.

• Doesn’t know the answers.

• Improvements mean 11/11 – A grade.

• E grade, but clearly has an understanding.

• Exam technique issues ie. Vagueness and application to context.

• I’m not doing it for him!

• I’m not saying ‘next time apply to study’.

• A student who got full marks!

• Too easy!

• Stretch understanding which extension questions you think they could handle/attempt.

• This will help in future/harder assignements

• Growth mindset

An easy marking strategy…An easy marking strategy…• Further understanding……

• What does that term mean? e.g. they applied it incorrectly because they clearly don’t understand the term.

• Why is this term (circle it) used incorrectly here?

• Why did you get 1 mark but not 2?

• How is X different to Y?

• Identify two strengths of X? (they got this question wrong and you want them to look it up or talk to their classmate).

• What quotation/evidence could you have included here?

• Why is this the wrong ‘there’ (their/they’re)?

An easy marking strategy…An easy marking strategy…• Develop skills…..

• Explain what this examination term wants you to do.

• Rewrite this sentence so that it is clearer to read.

• Develop this evaluation point with at least one sentence. Think about why the results might not generalise to other cultures. Give an example

• Rewrite this application point using the ‘two sentence technique’ we used in class: One strength of X is…. In this context it is…..

• Explain why this essay required that you used the ‘burger technique’

• Write a concluding sentence for THIS paragraph which shows the examiner why it is relevant to the question. OR explain to me why it isn’t.

Longer term marking strategy…

Longer term marking strategy…

• Formalising some of the assessments.

• Using the summer gain time to embed very effective AFL.

• New A-level specifications….

• New KS3…

• New KS4…

• What they had done so far (difficult for a year 7 to understand).

Example: ProjectsExample: Projects

Example: ProjectsExample: Projects

Example: ProjectsExample: Projects

Example: EssaysExample: Essays

HistoryHistory Example: Subject Levels

Example: Subject Levels

Example: Subject Levels

Example: Subject Levels

Example: Subject Levels

Example: Subject Levels

RERE Example: Subject Levels

Example: Subject Levels

RERE Example: Subject Levels

Example: Subject Levels

Example: Subject Levels

Example: Subject Levels

Example: Subject Levels

Example: Subject Levels

Example: Subject Levels

Example: Subject Levels