1. Making a
difference
Assessment for Learning
John Morris
Ardleigh Green Junior School
Hornchurch
UK

2. Ardleigh Green Junior
School
London Borough of
Havering
County of Essex

4. Assessment for Learning
“If children don’t learn the way we teach,
perhaps we should teach the way they learn.”
Teaching for Learning

5. Assessment Task…
Draw a house

6. What is Assessment ?
Formative Summative
Improvement Accountability
Forward Looking and part of the Backward looking at the end of the
learning process learning process
Assessment designed to give Assessment designed to
feedback on how to improve measure and compare
On going and used to aid future Usually at the end of the learning
progress process to judge achievement
Assessment for Learning Assessment of Learning

7. Icelandic
Progress
Curriculum
Equality A
S
Literacy
S
E
Health S
Sustainability
Welfare
S
M
E
N
T
Creativity Teaching
Learning

8. Formative
Assessment Targets
Where they R
are
E
AfL
P
O
How to get R
Where they
are going there
T
I
N
G
Teachers
Summative Peers
Assessment Parents

9. Formative v Summative Assessment
Formative Assessment is an integral part of teaching
and learning and its aim is to promote learning and
motivate learners.
Summative Assessment is the summing up or
checking of learning at particular stages of
education.

10. Why Formative Assessment?
Formative Assessment has a positive impact on
teaching and Learning and uses evidence to adapt
teaching to meet the needs of a pupil.
Formative assessment:
1. Increases teacher’s understanding of pupils
2. Provides feedback to improve learning
3. Builds on prior learning
4. Develops capacity for self and peer assessment
5. Fosters motivation and raises self esteem

11. Assessment for Learning
Assessment for Learning is any assessment for
which the priority in its design and practice is to
serve the purpose of promoting pupils’ learning.
Such assessment becomes formative when the
evidence is actually used to adapt teaching to
meet the learning needs.
Black

12. Five Key Strategies
Clarifying, understanding and sharing Learning Objectives
and Success Criteria
Engineering effective classroom discussions,
tasks and activities.
Providing feedback that moves learning forward.
Activating students as learning resources for each
other.
Activating students as owners of their own learning.

13. The Learning Journey
Do we have the necessary equipment Planning
Is the car roadworthy Evaluation
Map? Planning
Have people have taken the journey before? Prior Knowledge
Enjoy (Endure!) the journey Participation
Arrival Evaluation

14. The Learning Journey
Teaching for Learning
Challenge PACE LEARNING
What’s your vision for Learning?

15. A Vision for Ardleigh Green
Working Together, Learning Together and Growing Together
Imagine an Adventure Park for the mind that keeps on growing and improving. The park belongs to a
community of people who are responsible, caring, considerate and committed to learning.
Notice how adults and children respect and value each other and how well they work together as a team.
Notice how they relate positively with one another through their work, the problems they solve together and
the hopes and dreams they have for the future. Marvel at the music, drama and artwork on display and be
amazed at the talents of adults and children as they are encouraged to develop their abilities and achieve
their personal best.
Feel the calm, purposeful atmosphere of the park and smile as you hear the children, happy and confident
as they play, learn and achieve together. Notice the high expectations, the fun, laughter, the high
standards of work and behaviour. Notice the awards received the special events and celebrations of
achievement and the appreciation of visitors and the general public. Notice too the infectious enthusiasm,
dedication and commitment of adults and children who are proud to be associated with the Adventure
Park.
This is Ardleigh Green Junior School! An Adventure Park for the mind, with staff, children, parents and
governors, Working Together, Learning Together and Growing Together as lifelong learners.
Admission is free, opening hours are 8.00am to 6.00 pm Mondays to Fridays, with special evening and
weekend events throughout the year. Activities take place throughout term time but the lessons learnt, the
friends made, and the memories created last a lifetime.
OFSTED found this vision to be a reality we hope you do too.
“ Ardleigh Green Junior School is an outstanding school. Very effective teaching and an excellent
curriculum ensure that pupils of all abilities and needs are well motivated to learn and make very good
progress. Pupils’ achievement is outstanding and builds on their above average attainment on entry to
reach standards by Year 6 which are exceptionally high.”
OFSTED 2008

16. The 5 R’s of Learning at Ardleigh Green
Readiness Being prepared to learn, ask questions and adapt to new
learning situations
Resilience Sticking at tasks even when they become difficult and
using a range of strategies to overcome a problem.
Resourcefulness Being ready, willing and able to learn in
different ways. Being prepared to take risks even if
there is a possibility of failure
Reflectiveness Being able to think and talk about what has been learnt
and how it has been learnt
Resourcefulness Being prepared to work individually and within a
group. Understanding personal targets and how to achieve
them.

17. 1 The Learning Outcome, W
A
LT
Intention or Objective WALT
What pupils can expect or are expected to learn by the
end of the lesson or series of lessons
This can be thought of as the ‘goal’ or the ‘end’ – the
reason why they are doing a specific task or
undertaking a particular piece of work
What are we intending to learn
from doing this task?

18. 2 The Success Criteria or W
IL
F
evidence of success WILF
This is the evidence both pupils and teachers will need
to know whether or to what extent they have been
successful.
They describe ‘what both the teacher and the pupil are
looking for in the product the pupil produces or the
performance the pupil gives.’
How will we know we have
succeeded in learning?

19. Back to your houses…
I asked you to draw a house and you are
now going to self assess your work.
Give your self:
•1 mark if it had a roof
•Another mark if it had a front door
•Another mark if it had 4 windows
•Another mark if it had a chimney

20. Back to your houses…
I asked you to draw a house,
which you all did. You
completed the task but did you
know the success criteria?
If we had told you to draw a
house with a roof, 4 windows, a
front door and a chimney then
you all could have got full
marks.

21. Feedback Verbal Written Peer
Summative Formative
Three Stars and a Wish Targets
Highlighters
Tickled Pink
Grumbling
Green

22. Teacher marking

23. Peer marking

24. Self marking

25. Putting the ‘meat’ on the bones!
Alex chose to use a
skeleton to plan his
story before he
started

27. Introduction
I am going to be discussing whether fireworks
should be banned in the UK
Points for Points against
Point
1
Many injuries are It’s only those who misuse
caused each year fireworks who get injured
Point
2
Many pets and animals are Pets could always be kept in
terrified of fireworks doors
Point
3
There are many others Fireworks are a traditional form
ways to celebrate of celebration and do no harm
Conclusion
I have discussed the point for and against the use of
fireworks in the UK and now leave you, the public to
decide – should they be banned?

28. Strategies for Teaching and Learning
1.Learning Objectives and Success Criteria
2. Feedback/Targets/3 Stars and a Wish
3. Peer Assessment
4. Thinking Time
5. No hands up rule
6. Lollipop Sticks!
7. Individual White Boards
8. Talk Partners
9. Highlighters
10. Secret Learner

29. Tuesday 19 February 2013 19/02/13
Objective: To write persuasively
• Brief introduction (tells • Brief introduction (tells the reader • Brief introduction (tells the reader
what you are writing about) and
what you are writing about) and
the reader what you are conclusion (appeal to the reader)
conclusion (appeal to the reader)
writing about) and • Simple and complex sentences used
• Simple and complex sentences used
• Support your reasons with evidence,
conclusion (appeal to the • Support your reasons with evidence,
use statistics or quotes
use statistics or quotes
reader) • Try to get the reader on your side
• Try to get the reader on your side
• Simple sentences used • Full stops, capital letters, commas
• Full stops, capital letters, commas,
apostrophes and semi-colons
and apostrophes
• Support your reasons •Usually in the present tense
•Usually in the present tense
with evidence • Use of sub-headings and paragraphs
• Use of sub-headings and paragraphs
to organise writing (one point and
to organise writing (one point and
• Try to get the reader on supporting evidence in each)
supporting evidence in each)
your side • Use of logical connectives
• Use of logical connectives
(therefore, however, nevertheless,
(therefore, however, nevertheless,
• Full stops, capital consequently)
consequently)
letters, some use of • Use connective phrases to link
• Use connective phrases to link
paragraphs (Firstly, secondly, in
commas paragraphs (Firstly, secondly, in
addition, furthermore, finally)
addition, furthermore, finally)
•Usually in the present •Use of emotive language
•Use of emotive language
• Use of technical vocabulary
tense • Use of technical vocabulary
• A varied range of vocabulary to

31. Assessment for Learning
Research Findings
• Students are clearer about how to go about the task
• Students are more focused on task
• Students will persevere for longer
• The quality of students’ work improve
• The dialogue between students while they are working
is more likely to focus on the learning intention rather
than their own interests
• Students become automatically self evaluative
• Marking is easier

32. Assessment for Learning
Pupils’ Views
• I know what to do before I start
• I know how to make my work better
• The highlighter lets me know what is good
• My talk partner gives me help when I need it
• Two brains are better than one
• My talk partner gives me ideas to help me with my
work
• Talking about my work gives me more ideas and
makes the writing easier
• I like marking my friends work

33. Students write Questions Pupils ask Questions Comment-only marking Mid-unit assessment ‘Might’
Wait-time Exemplar Work Student Marking Making aims clear Lesson Target
Student Review Traffic Lights 2 stars and a wish
Self-assessment Targets Open v closed Articulate then Answer Scene-Setting Tell your neighbour
Idea Thoughts Bouncing Wait and recap Incorrect Discussion KWL
Devising Questions Learning Journal Redrafting Key features Invert the Question
Improvement Guidance Comment Follow-up Group feedback Peer Marking Thumbs
Teach Collaboration Traffic-Light Revision Generate and Answer Student Mark-Scheme Group Answers
X and Y All you know Corrections Laminated Criteria Conveying Progress
Discuss Words Communication Feedback Sandwich Active Students Plenary Pyramid
What is good? Self-evaluation What is a ‘good’ question? Graphic Organisers
Talk Partners Post-It Response Partners Hands Down
Regulating Learning ABCD Why is it best? Show and Tell
Long and Short Term Minute Paper Enquiry Question

34. Back to AFL Tools
Students write Questions
For example –
• About what they would like to know on a
new topic
• To ask the teacher or other students in
order to assess their learning
• To demonstrate their
learning/misconceptions/areas they
would like to further explore
The classroom could have a question box
where students drop questions at the
end of a lesson.
Or, a plenary could involve students writing
questions that the class then work on
together, or forms the basis of the next
lesson.

35. Back to AFL Tools
Students ask Questions
Create opportunities for students to
ask questions. This could be of their
peers, of the teacher or as a means
to develop discussion.
A ‘question box’ for written questions
offers a different means of
communication for students
Allow time for students to ask
questions about pieces of work. This
helps open up assessment and
eliminate ambiguity

36. Back to AFL Tools
Comment-only marking
Comment-only marking provides students
with a focus for progression instead of a
reward or punishment for their ego (as a
grade does).
Comments could be made in books, in a
table at the front of books, in a learning
diary or journal. The latter are helpful for
teacher and student to track the
progression of comments and see
improvement.
Comments should make it clear how the
student can improve.
Plan activities and work with feedback in
mind – let the design assist the process.

37. Back to AFL Tools
Mid-unit assessment
Having an assessment at the end of a
unit may not provide time for you to
go over areas students have
struggled with, or in which there are
general misconceptions.
Timing assessment during a unit (i.e.
lesson 5 of 7) allows time to review,
reflect and revisit.
It also gives the teacher an
opportunity to focus explicitly on
areas of weak understanding
supported by evidence.

38. Back to AFL Tools
‘Might’
When questioning, insert the word
‘might’ to give students greater
opportunity to think and explore
possible answers.
e.g.
What is meaning of democracy?
What might the meaning of
democracy be? What might the Great Depression look like
today?
The first infers a single answer known
by the teacher whereas the second is
inherently more open.

39. Back to AFL Tools
Wait-time
Wait time allows students time to think
and therefore to produce answers. Also,
not everyone in the class thinks at the
same speed or in the same way – waiting
allows students to build their thoughts
and explore what has been asked.
2 types of wait time –
i) Teacher speaks and then waits
before taking student responses.
ii) Student response ends and then
teacher waits before responding.
This gives the student space to
elaborate or continue – or for
another student to respond.

40. Back to AFL Tools
Open vs closed
Closed questions can be useful
however are not great at facilitating
the use of abstract thinking skills,
encouraging talking or eliciting much
understanding. Open questions are
more likely to do this and thus
improve learning.
e.g.
Did you go out last night?
What did you after school yesterday?

41. Back to AFL Tools
Exemplar Work
When setting students a piece of
work, show them examples that make
it clear what it is they are being asked
to do – and what they need to do in
order to meet the assessment criteria.
Students could mark exemplar work
using the assessment criteria. This
will help model what is being asked
for and how it relates to the process
of assessment.

42. Back to AFL Tools
Student Marking
By taking part in the process of
assessment, students gain a deeper
understanding of topics, the process
of assessment and what they are
doing in their own work. This helps to
make them more aware of ‘what
learning is’ and thus see their own
learning in this way.
Students could self- or peer- mark
homework or assessments.
This could be done in pairs or
individually with a student-made or
‘official’ mark-scheme.

43. Back to AFL Tools
Making aims clear
- Put lesson objectives on the board at
the beginning of the lesson.
- Talk to students about why they are
studying what they are studying.
- Contextualise short-term aims in long-
term aims (e.g. analysing
Shakespeare will contribute to a wider
knowledge of the cultural canon and
stronger analytical skills among other
long term aims)
- Check with students that they are clear
about the aims of the
lesson/unit/subject
- Produce aims in conjunction with
students

44. Back to AFL Tools
Lesson Target Setting
Make the lesson more purposeful for
students by setting targets at the
beginning about what you and the
class are going to do.
These can be referred to through the
lesson and/or revisited in the plenary.
Students could have to show how
they have met targets in the plenary
and/or set targets for next lesson.

45. Back to AFL Tools
Teacher Review
The teacher leads the review of the
lesson or unit using questioning to
elicit understanding from students.
Focus could also fall upon the
effectiveness of the lesson at
facilitating learning – i.e. can students
think of ways that it could be altered
to improve their learning?
The teacher could model review by
evaluating the lesson in relation to
their own objectives.

46. Back to AFL Tools
Student Review
Students review their own learning
either in groups or individually. This
could be done as a plenary, a
mini-plenary or as an activity to help
planning for future revision or the
remainder of the unit.

47. Back to AFL Tools
Traffic Lights
Use traffic lights as a visual means of
showing understanding.
e.g.
• Students have red, amber and green
cards which they show on their desks
or in the air. (red = don’t understand,
green = totally get it etc.)
• Students self-assess using traffic
lights. The teacher could then record
these visually in their mark book.
• Peer assess presentations etc. with
traffic lights

48. Back to AFL Tools
Self-assessment Targets
Students give themselves targets
based on their self-assessment.
These learning goals could be
recorded somewhere and revisited
(i.e. inside cover of workbook)
They could be compared to teacher
targets and the two brought to
consensus if different.

49. Back to AFL Tools
2 stars and a wish
For peer assessment, ask students to
give two stars and a wish.
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better

50. Back to AFL Tools
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering –
• 30 seconds silent thinking before
any answers
• Brainstorm in pairs first for 2-3
minutes
• Write some thoughts down before
answering
• Discuss with your neighbour first

51. Back to AFL Tools
Scene-Setting
Set the scene for the lesson by using
a big, open question or problem-
solving task that requires abstract
thinking skills. Anticipate responses
and follow-up so as to work these
through.
E.g. A lesson on the Vietnam War
could begin with the question –
Do Americans think they fight wars, or
win them?

52. Back to AFL Tools
Tell your neighbour
Students ‘tell their neighbour’ as a
means of articulating their thoughts.
- Ask a question, give thinking time
and then ask students to tell their
neighbour their thoughts.
- Tell students what the new topic is
and then ask them to tell their
neighbour everything they know
about it.

53. Back to AFL Tools
Idea Thoughts
When you have received an answer
to a question, open up the thinking
behind it by asking what others think
about the idea.
e.g. “What do others think about
_________’s idea?”

54. Back to AFL Tools
Bouncing
Bounce answers around the room to
build on understanding and have
students develop stronger reasoning
out of misconceptions.
E.g.
“Jimmy, what do you think of
Sandra’s answer?”
“Sandra, how could you develop
Carl’s answer to include more detail?”
“Carl, how might you combine all
we’ve heard into a single answer?”

55. Back to AFL Tools
Incorrect Discussion
Use incorrect answers as a
discussion point.
Rather then dismissing something I’m glad that’s
because it is wrong, or saying ‘that’s the wrong
answer… let’s
interesting’ etc. Use the discuss it
misconception in reasoning to draw
the process out into the open.
This leads to improving on
misconceived reasoning and an
atmosphere in which it is OK to be
Wrong.

56. Back to AFL Tools
Devising Questions
Devise questions that –
• Challenge common
misconceptions
• Create conflict that requires
discussion
• Explore ambiguity and encourage
discussion and clarification

57. Back to AFL Tools
Learning Journal
Create a learning journal in which
students can reflect on and review
their learning. It could include plenary
activities, a target setting chart, aims
and goals etc.

58. Back to AFL Tools
Redrafting
Use lesson time to redraft work.
This allows students time to focus on
the feedback for improvement they
have been given.
It also reinforces the value of the
feedback and allows them to work
at it in a supportive environment.

59. Back to AFL Tools
Key features
When designing written tasks to go
alongside oral work, intend for them
to develop and show understanding
of the key features of what students
have learned.

60. Back to AFL Tools
Improvement Guidance
When making comments on pupils’
work, treat them like guidance
showing how the pupil can improve.
Develop this by asking students to
write in the same way when peer
assessing work.
Discuss the notion of guidance and
how it differs from other types of
behaviour (i.e. prescription,
admonishment etc.)

61. Back to AFL Tools
Comment Follow-up
Give students opportunities to follow
up comments -
- Create time in the lesson to talk to
individual students.
- Have a written dialogue in the
students’ book.
- Use a comment tracker or targets
sheet to formalise the dialogue in
a workbook

62. Back to AFL Tools
Group feedback
Group feedback to a teacher
concerning peer-assessment of work
can help make the teacher aware of
learning needs in a manageable way.
If a group feeds back then it draws
more attention and presents
information that has already been
ordered and sorted (meaning less
repetition for the teacher).

63. Back to AFL Tools
Peer Marking
Students mark each others’ work
according to assessment criteria.
Encourages reflection and thought
about
the learning as well as allowing
students
to see model work and reason past
misconceptions.
Opportunities to do this throughout
individual lessons and schemes of
work.

64. Back to AFL Tools
Thumbs
Check class understanding of what
you are teaching by asking them
to show their thumbs.
Thumbs up = I get it
Thumbs half way = sort of
Thumbs down = I don’t get it

65. Back to AFL Tools
Teach Collaboration
Peer assessment requires students to
act collaboratively. Indeed, AfL is a
collaborative enterprise. Therefore,
explicitly teach skills of collaboration.
This process can be assisted by
discussing collaboration with pupils
and making it visible as a part of the
classroom.

66. Back to AFL Tools
Traffic-Light Revision
When revising a topic or subject, work
through the different areas with
students and ask them to traffic light
according to their grasp of each.
Subsequently, students should be
able to target their revision more
carefully and engage in it actively,
rather than simply reviewing
everything they have done or reading
passively over their entire notes.

67. Back to AFL Tools
Generate and Answer
When preparing for a test pupils
generate their own questions and
then practice answering them.
This makes learners think explicitly
about the underlying structures of
assessment, as well as the material
which they are being asked to
manipulate. Form as well as function!

68. Back to AFL Tools
Student Mark-Scheme
Ask students to produce their own
mark-schemes working individually or
in groups. They can then peer- or
self-assess work in accordance
with these schemes.
Talk about the purpose of a mark-
scheme with students – judgement,
communication, standardisation etc.

69. Back to AFL Tools
Group Answers
Students work in small groups to
agree on answers – when tests are
returned or in other situations.
The process of agreeing should
include reasoning over the validity of
the consensus answer, as well as
reasoned negation of misconceptions
or wrong answers.

70. Back to AFL Tools
Invert the Question
Instead of asking a question that
requires factual recall, invert it to
request explicit reasoning.
e.g.
‘Is France a democracy?’
becomes
‘What does it mean for a country to
be a democracy?’

71. Back to AFL Tools
X and Y
Ask students why X is an example of Y
e.g.
Why is an apple an example of a fruit?
Why is a fox an example of a mammal?
Questioning in this way avoids factual
recall and asks for the underlying
reasoning to be made explicit.

72. Back to AFL Tools
All you know
Students write down everything
they know about ________ at the
start of the unit.
The teacher can then teach the unit
accordingly, using existing
knowledge and avoiding repetition.

73. Back to AFL Tools
Corrections
Reinforce the focus on redrafting and
comment-only marking by insisting on
seeing evidence of student
corrections on their own work before
looking at it (have to allow time for
this).

74. Back to AFL Tools
Laminated Criteria
Make laminated, student-
friendly assessment criteria
cards.

75. Back to AFL Tools
Conveying Progress
Find a means of using
assessment to convey progress
to
students and thus make what
they
are doing more meaningful.
- Link learning between units
- Use a learning journal
- Refer to past targets and highlight
where the student is achieving this
- Have a target chart where it is visible
how the student has progressed
- Link assessment to student goal-
setting

76. Back to AFL Tools
Discuss Words
When engaged in discussion take key
words and look at them specifically.
Discuss how they are being used –
Is there any ambiguity?
Is everyone using the word in the
same way?

77. Back to AFL Tools
Communication
Ask students to communicate thinking
through different mediums – not just
writing; drawing, drama, maps,
sculpture etc.
The medium is the message and
therefore circumscribes to some
extent how communication can take
place. Using alternative mediums
allows the teacher to ‘see’ students’
understanding from different angles.

78. Back to AFL Tools
Feedback Sandwich
Feedback can be delivered in
different ways, two feedback
‘sandwiches’ are –
i) Positive comment
Constructive criticism with
explanation of how to improve
Positive comment
ii) Contextual statement – I
liked….because….
Now/Next time…
Interactive statement e.g. a
question based on the work

79. Back to AFL Tools
What is good?
Spend time ensuring that there is
consensus between yourself and the
pupils over what makes a piece of
work ‘good’, and how they are
expected to achieve it. Use questions
such as –
‘Can you tell me what makes a piece
of work good?’
‘How do you feel about comments?’
‘Do you always know what you need to do
next/think about?’
‘Do you know when you have done a
‘good’ piece of work?’

80. Back to AFL Tools
Self-evaluation
Self-evaluation involves learning how we
learn, whereas self-assessment is
what we learn. To train pupils in self-
evaluation, use questions such as:
• Think about what has happened when the
learning has taken place
• What really made you think? What did you
find difficult?
• What do you need more help with?
• What are you pleased about?
• What have you learnt new about X?
• How would you change the learning
activity to suit another class?
The teacher can model answers to these
to show the pupils how to self-evaluate.

81. Back to AFL Tools
What is a ‘good’ question?
Discuss with students what makes a
‘good’ question. The process can
explicitly show them the difference
between open and closed questions.
They can then come up with
questions on a topic and decide
which are best, and then move on
to discuss and answer these.

82. Back to AFL Tools
Graphic Organisers
Use graphic organisers to help pupils self-assess.
All these are taken from
http://www.aaia.org.uk/pdf/Publications
/AAIAformat4.pdf
(page 19)

83. Back to AFL Tools
KWL
At the beginning of a topic pupils create a
grid with three columns –
What They Know;
What They Want To Know;
What They Have Learnt.
They begin by brainstorming and filling in
the first two columns and then return to
the third at the end of the unit (or refer
throughout) .
Variation – extra column ‘How Will I Learn’

84. Back to AFL Tools
Talk Partners
As a plenary or a starter referring to
the last lesson, pupils share with a
partner:
• 3 new things they have learnt
• What they found easy
• What they found difficult
• Something they would like to learn
in the future

85. Back to AFL Tools
Post-It
Use post-it notes to evaluate learning.
Groups, pairs or individuals can
answer:
• What have I learnt?
• What have I found easy?
• What have I found difficult?
• What do I want to know now?

86. Back to AFL Tools
Response Partners
Paired or partnership oral marking.
Pupils invite a partner or a group to
discuss or comment on their work.
For it to be effective, students should
be aware of learning objectives and
success criteria. They should also
appreciate the role of a response
partner – to offer positive and
constructive feedback around the
learning goals.
Students could be given prompt
questions to ask the person who has
done the work.

87. Back to AFL Tools
Hands Down
Tell pupils they should only raise their
hand to ask a question, not to answer one.
The teacher then chooses pupils to
answer, therefore gaining information on
whether everyone is learning.
www.classtools.net – fruit machine
programme on here where you can input
names, save it and play it to choose pupils
at random.
Write names on lollipop sticks and pull out
at random to answer.
Write numbers on balls or counters that
tally to register or seating position and re-
use with every class.

88. Back to AFL Tools
Good Question Stems
Why does…?
What if…?
How would you…?
Could you explain…?
What might…?

89. Back to AFL Tools
Regulating Learning
Circulating through the room whilst
students are engaged in an activity
means the teacher can collect
information on learning, employ
different assessment strategies and
intervene where appropriate.

90. Back to AFL Tools
ABCD
Laminate a set of cards so every
member of the class has four, with
A,B,C and D written on them. Ask
questions with four answers and
pupils can show you their answer.
Encourage them not to look at other
people’s response so as to copy.

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Why is it best?
For homework ask students to find
their best piece of work and then to
tell you why it is their best. This
explanation could refer to success
criteria, levels, targets etc.

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Show and Tell
Use mini-whiteboards so that very
student can write or draw their
answer and show it to you (or their
peers) immediately.

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Active Students
Key to AfL is students being active,
engaged participants in their learning.
Think of ways in which content can be
manipulated for these ends, rather
than the other way round.
If the content seems boring then
make the approach fun or interesting.

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Long and Short Term
To draw together progression with the
big picture, students could set both
long and short term targets.
The short term targets could be
reviewed weekly or fortnightly and the
long term targets at the end of term.
Having a long term target may give
more cogency to the pupil’s and
teacher’s short term targets. It may
also allow the pupil to focus on what
Really motivates them about a
subject.

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Minute Paper
Students identify the most significant
(useful, meaningful, unlikely) thing
they have learnt during the lesson or
unit.

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Enquiry Question
Use an enquiry question to stimulate
high-level thinking in the lesson or
unit.
e.g.
How democratic is the United
Kingdom?
Why is our school so ethnically
diverse?
What is enquiry-based learning -
http://www.campus.manchester.ac.uk/ceebl/ebl/