Assessment as Learning
Exclusive to AAIA - Shirley Clarke talks about self-efficacy
Assessment as learning (also known as assessment for learning and formative assessment) is fundamental to the development of independent learners. Through ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there’ (ARG 2002) assessment as learning encourages pupils to take ownership of their learning.
- Assessment Reform Group
- Dialogic Teaching
- Growth Mindset
- Inside the Black Box
- Shirley Clarke - Transforming learning through formative assessment
- John Hattie - Visible Learning
- Dylan Wiliam
- Teacher Assessment in Primary Science
Returning to School - Supporting Learning and Well-being
Integrating evidence into mathematics teaching - Addressing Assessment...
Read moreAssessment for learning 8 schools project report...
Read moreIdentifying and addressing gaps in pupils’ understanding...
Read more‘Schools are killing curiosity’: why we need to stop telling children to shut up and learn
‘Schools are killing curiosity’: why we need to stop telling children to shut up and learn...
Read moreNew EEF podcast looks at Embedding Formative Assessment...
Read moreFeedback in schools by John Hattie...
Read moreDfE - Materials to help school leaders and teachers review tasks associated with feedback and marking, to help reduce workload....
Read moreMike Fleetham materials - provided by Mike following his exciting sessions at the 2018 AAIA Conference
C10 Research Grid C10 Self Reflection CFU Thinking GROUP ROLES Pace Positive Error Culture TC Think Sheet 91 - Mistaykes TC Think Sheet 92 - Intelligence TC Think Sheet 94 - Diversity TC Think Sheet 97 - Freedom...
Read moreThe Guardian - Some children turning up to see their new school have had a nasty surprise: reading and writing tests....
Read moreEducation Endowment Foundation - Embedding Formative Assessment is a professional development programme which aims to improve pupil outcomes by embedding the use of formative assessment strategies across a school....
Read moreEducation Endowment Fund - This guidance report is relevant to the teaching of all students, within any subject area. Most of the examples included are from Key Stages 1 to 4, where the research is strongest. It introduces a simplified framework...
Read moreEducation Endowment Fund - Metacognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils....
Read moreEducation Endowment Fund - Marking plays a central role in teacher's work, yet there is very little evidence on which strategies are most effective....
Read moreOnce again, the SW Regional AAIA Group held a spring-time event to help inform and inspire members and colleagues. This year the group took Deepening Learning as its theme, reflecting many schools’ desire to ensure they fully meet the needs...
Read moreThe Guardian - Assessment systems requiring different-coloured pens and rubber stamps are the biggest cause of stress for teachers, according to a union survey....
Read moreGOV.UK - Report about eliminating unnecessary workload for teachers regarding marking, including principles and recommendations. GOV.UK - Letters from the teacher workload review groups and Nicky Morgan....
Read moreWelsh Government - Professor Donaldson has identified very real strengths in Wales, including the Foundation Phase and the commitment to the Welsh language and culture on which we can build. His report also identifies the shortcomings of the current curriculum arrangements...
Read moreThe Sutton Trust - This report reviews the research that underpins our knowledge of what makes great teaching. It goes on to question how we can record and develop teachers’ best practice in the classroom and ultimately makes suggestions about the...
Read moreUniversity of Bristol, Graduate School of Education - How the potential of digital technologies can best support improved assessment practices and preferred educational outcomes is becoming an issue of increasing importance. An acknowledgement of the potential that digital technologies offer...
Read moreThe Telegraph - The Government should introduce a national appraisal system in which all pupils mark teachers against a range of indicators such as motivation levels, difficulty of work, behaviour management, marking quality and preparation for exams, it was claimed....
Read moreSynergies for Better Learning: An International Perspective on Evaluation and Assessment
OECD - How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can...
Read moreThe Telegraph - Pupils perform better in tests if they are told the exercise is to help them learn rather than to rank them against their classmates, according to a new study....
Read moreAssessment for Really Learning - Chris Watkins' plea for assessment for learning to mean active, collaborative, learner - driven, meta-cognitive learning....
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