Assessment for learning (AFL) is something as teachers; we need to consider for children’s learning and progression. Ofsted (2011) exemplifies the importance of teachers using AFL, building awareness of children’s learning and alternate their planning to address individual needs. However, ensuring AFL is effective, we cannot merely focus upon teachers using just testing and measuring, teachers need to become flexible using formative assessment (Clarke, 2005). From my own experiences, children within my class played an active role within their work. According to Berry (2008), by allowing children to become actively involved in assessing their work, children tend to become more motivated towards their own progression.
Drawing back to my own experiences, the teacher demonstrated a variety of strategies for assessing learning. In particular, the use of questioning proved to be a resourceful use of AFL, within the context of my placement. With the teacher using a range of questioning, allowing children to provide clear indication of their understanding. Clarke (2005) believed by implementing questioning into a teaching practice, teachers can go beyond children’s initial level of understanding, through further questioning to accumulate further learning. In association with questioning the teachers also provided children the opportunity for self-evaluation. Too often, children’s learning becomes determined through marking, yet children’s voices using self-evaluation can become teacher’s greatest tool, allowing teachers to deepen their knowledge of children’s learning (Berry,2008).
Reflecting upon my own experiences, as teachers we need to be cautious when using questioning for AFL. According to James (2008), children are better equipped to learn, when they are active participants within the lesson. However, within my own placement differentiation of ability became a challenge for questioning. With higher ability children becoming more willing to share their knowledge and raise their hands. In turn, preventing real understanding to assess the learning of lower ability children.
In overcoming this challenge, we used a method known as ‘Lollypop Method’. Using lollypop sticks with children’s names on, to decide who would answer the questions. With this method, there was an equal opportunity for all children to be involved within the lesson (Gilbert, 2010). Although, for effective use of this method, Clarke (2005) would argue, it is fundamental during questioning the children, to provide allotted thinking time. In doing this independently or collaboratively, children are able to deepen their learning (ibid).
An alternative formative assessment strategy used in practice was both oral and written feedback provided by the teacher. The feedback allows teachers to determine whether the learning objective was met and identify future actions. Furthermore, the class teacher objected to providing children with grades to their work, merely providing insightful feedback. Black, et al (2003) would argue this further, as he believes children become actively involved within feedback when they are not produced with a mark. Allowing children’s attention to not be absorbed on the surface of the grade and what went well, rather reflecting upon their learning and how this can be progressed (Berry, 2008).
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Challenges within the context of my setting, was the time consumption of marking for teachers, becoming a too demanding requirement. Hence, leading to the possibility of some lesson marking becoming overshadowed (Black et al, 2003). Therefore, restricting an overall understanding of children’s learning throughout different subjects. In turn, impacting on the understanding of children’s learning and inevitably restrict children’s progression (ibid). To overcome this within my setting, the teacher attempted to reduce time spent on marking after lesson, by offering ‘in-lesson marking’. To do this during children’s work, the teacher would go over what the children have done with them. In doing this, the teacher has automatically provided feedback both orally and written there and then, allowing the child while actively involved in a task to identify changes needed in their learning to progress (Clarke, 2005).
In conclusion, AFL can be used in numerous ways, Clarke (2005) has provided insight into moving away from measuring learning and understand how children learn.
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Reference:
Berry, R. (2008). Assessment for learning, (1). Hong Kong: University Press.
Black, P. & Harrison, C. & Lee, C. & Marshall, B. (2003). Assessment for learning: Putting it into practice. Buckingham: Open University Press.
Clarke, S. (2005) ‘Defining formative assessment’, Chapter 1 in Formative Assessment in Action; Weaving the elements together. London: Routledge.
Gilbert, G. (2011) “The six secret of a happy classroom”, Independent. [online]. Available:< http://www.independent.co.uk/news/education/schools/the-six-secrets-of-a-happy-classroom-2086855.html> [Accessed 14th December 2016].
James, M. (2008) “Assessment and learning.” Unlocking assessment: Understanding for reflection and application p.p. 20-35.
Ofsted (2011) “The impact of the ‘Assessing pupils’ progress’ initiative”, [online] Available:< https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379101/The_20impact_20of_20the_20Assessing_20pupils_20progress_20initiative.pdf> [Accessed 14th December 2016].