This document outlines strategies for assessment for learning (Afl) in the classroom. It discusses ensuring that pupils understand what they are learning, how they are being assessed, and how to improve. Teachers should inform pupils of learning objectives, use varied teaching methods, and assess in different ways. Planning should be informed by assessment and include self and peer assessment opportunities. Marking and feedback should provide clear targets for improvement through comment-only marking and dialogue. Learning objectives should be levelled, student-friendly, and reviewed during and after lessons. Questioning techniques focus on open questions, wait time, and pupil-to-pupil discussion. Strategies like thumbs up/down, whiteboards, and traffic lights aid assessment.

2. How they are learning

3. How they will be assessed

4. Why they are at ‘x’ level

6. Use different teaching methods to allow for learning styles

7. Assess pupils through different methods

8. Make success criteria clear & show how it is achieved

10. Afl informs future teaching

11. Identified Self/Peer Ass opportunities

12. Plan questions

13. Plan levelled work

14. Plan Progression of AFs

15. Extended Learning Tasks

16. PLTSs

17. Student Led Activities

18. Learning Ladders

19. Flexicam opportunities

20. Student friendly assessment criteria

21. Self Evaluation of HOW learning took place

22. Exemplar work

24. Common marking key to aid pupil understanding

25. APP (Assessing Pupils’ Progress)

26. Clear target(s) for improvement

27. Pupil dialogue

28. Target stickers

29. Comment Bank Stickers

30. Levelled Stickers

31. WWW (What went well)

32. EBI (Even Better If)

33. P.I.E (+ve, Improve/Encourage)

34. Subject Specific & Positive

36. Levelled

37. Must/Could/Should

38. WALT (what we are learning for)

39. WILF (What I am Looking for)

40. Pupils identify at a point in lesson

41. Also used in plenary

43. No Hands Up

44. Wait Time

45. Open Vs Closed

46. Wait & Recap

47. Pupil to pupil dialogue

48. Students write Qs

49. Bouncing – ‘bouncing’ the answer from one student to the other to develop the depth of understanding.

50. Hinge questions – the questions which must be understood in order to move on in terms of learning

51. Question StemsWhat I What I want What I Know to know learnt What went well.. Would be better if... Why does…? What if…? How would you…? Could you explain…? What might…? Pupils who have difficulty with some key words (e.g. photosynthesis) are named key word monitor and have the task that lesson of spending 5 mins checking people have used the word/spelt it right/used it correctly What I know What I want to learn What I have learnt