As we kick off another academic year, I thought it'd be great to revisit a topic close to my heart: Assessment for Learning (AfL). Let's dive into some strategies that have worked wonders in my classroom and might just do the same in yours!
What is Assessment for Learning?
Assessment for Learning is an approach that focuses on using assessment to inform and improve teaching and learning. It's about gathering evidence of student understanding and using that information to adjust instruction in real-time.
For instance, instead of just marking a test and moving on, AfL might involve analysing common mistakes, discussing them with the class, and adjusting your teaching plan accordingly. It's about using assessments as a tool for learning, not just measurement.
AfL Strategies That Work
1. Questioning
Questioning is the bread and butter of AfL. I love mixing open and closed questions to really gauge understanding. I differentiate my questions based on each child's ability. It's like tailoring a suit – one size doesn't fit all!
For example, in a lesson about fractions:
Closed question (for less confident pupils): "Is 1/4 bigger or smaller than 1/2?"
Open question (for more confident pupils): "Can you explain why 1/4 is smaller than 1/2 using a diagram?"
I've also found that encouraging children to ask questions themselves is incredibly powerful. It shows engagement and helps them take ownership of their learning. I like set aside time for a 'Question and Wonder' session where pupils can ask anything about the topic we're studying.
No Hands Up Policy
I've ditched the traditional hand-raising in favour of lollipop sticks with names on them. It keeps everyone on their toes and ensures equal participation. Plus, I can sneakily tailor my questions to each child's level when I pick their stick!
Here's how it works in practice:
I ask a question to the whole class.
Instead of hands up, I give everyone 'thinking time' and 'talk time'
I then pick a lollipop stick at random.
The chosen pupil answers, and we discuss as a class.
This approach ensures all pupils stay engaged, as anyone could be called upon at any time.
2. Traffic Lights
This is a visual way for children to show how they're getting on. I have traffic light posters around the room:
Green: "I understand, I can work independently"
Orange: "I'm finding this challenging, but I'll use my talk partner and classroom resources"
Red: "I need teacher help"
Each child has a little flip book with red, orange, and green pages on their desk. It's brilliant because:
I can quickly scan the room and see who needs help
Children have a discreet way to ask for support
It puts the ownership of learning right in their hands
I can quickly target children or organise a quick focus group.
In action, it might look like this:
I introduce a new concept, like long division.
After the initial explanation and a few examples, children move onto independent practice
If I see mostly green, I know that the children say they understand the new concept
I still walk around the room to check there aren't any misconceptions
If there's a mix of red, orange and green I might pair up green and orange pupils for peer support and focus on the red.
If there's a lot of red, I know I need to reteach or try a different approach or perhaps create a focus group for those children needing a little extra support.
3. Exit Tickets
These are a quick and easy way to check understanding at the end of a lesson. I ask a question related to the lesson objective, and children jot their answers on post-it notes before they leave.
For example, after a lesson on similes:
Exit ticket question: "Write one simile to describe your favourite animal."
Pupils write their answers and stick them on a designated board as they leave.
I quickly review these to inform my planning for the next lesson.
Pro tip: There's an app called Post-it that lets you snap pictures of multiple notes at once. It scans them and you can then swipe through each post-it very quickly. It's a real time-saver! Just remember to ask the children to write their names on the notes.
4. Entrance Tickets
Similar to exit tickets, but used at the start of a lesson. They're great for gauging prior knowledge and helping me adapt my teaching on the go.
For instance, before starting a unit on the Romans:
Entrance ticket question: "Write one thing you already know about the Romans."
As pupils enter, they write their answer and stick it on a 'What We Know' board.
I quickly scan these to get an idea of the class's starting point and adjust my lesson accordingly.
5. Hinge Questions
I absolutely love hinge questions! They're carefully designed multiple-choice questions that reveal whether pupils have grasped a concept or not. They're called "hinge" because the rest of the lesson hinges on the responses.
Here's an example of a hinge question for a Year 5 science lesson on forces:
"Which of these is an example of a push force?
A) A child swinging on a swing
B) A magnet attracting a paperclip
C) A person kicking a football
D) An apple falling from a tree"
The correct answer is C (a person kicking a football), but each answer reveals something about a student's understanding. Let's break down what each answer might tell us:
A) A child swinging on a swing
Misconception: Confusing the back-and-forth motion of the swing with a continuous push force. What it tells us: The student might be focusing on the movement rather than the forces causing it. They may not understand that the swing involves both push and pull forces at different points. Next steps: Discuss the forces involved in swinging, highlighting how gravity (pull) and the push from legs or a person work together to create the swinging motion.
B) A magnet attracting a paperclip
Misconception: Confusing a pull force with a push force. What it tells us: The student understands that a force is involved, but hasn't grasped the difference between push and pull. Next steps: Clarify the distinctions between push and pull forces with more hands-on examples. Use magnets to demonstrate both push (when like poles face each other) and pull forces.
C) A person kicking a football (Correct answer) Understanding: The student correctly identifies that kicking a ball involves a push force.
D) An apple falling from a tree
Misconception: Confusing gravity (a pull force) with a push force. What it tells us: The student recognises that a force is acting but may not understand the directionality of forces or that gravity is a pulling force. Next steps: Explore gravity and other forces, emphasising the direction in which they act. Use examples of dropping objects and discuss why they fall down rather than up or sideways.
Based on the pattern of responses, I can decide how to proceed:
If most students choose C, I know we can move on to more complex concepts about forces.
If there's a mix of responses, I might group students based on their answers for targeted focus groups.
If many students choose A, I'd focus on looking at when there is a push and when there is a pulling force.
If B or D are common answers, I'd emphasise the differences between push and pull forces with more varied examples and hands-on activities.
This kind of detailed analysis of a hinge question allows me to address misconceptions immediately and tailor my teaching to the specific needs of the class. It's a powerful tool for ensuring that foundational concepts are solid before building on them.
If you want to dive deeper into hinge questions, check out Improving Teaching's Hinge Questions Hub.
6. Peer and Self-Assessment
Encourage students to assess their own work and that of their peers. This develops critical thinking skills and helps them take ownership of their learning. Provide clear success criteria to guide their assessments.
For example, after a writing task, you might give students a checklist of elements to look for in their own work or their partner's work:
Does the story have a clear beginning, middle, and end?
Are there at least three descriptive adjectives?
Is there a variety of sentence starters?
This not only helps students reflect on their work but also reinforces the learning objectives.
Wrapping Up
Remember, using AfL strategies is like being an artist mixing colours. A good practitioner blends different techniques, some planned and some in the moment, to create the perfect learning environment. The key is to find the right mix that works for you and your students.
AfL is about creating a learning environment where students are active participants in their own learning journey. By implementing these strategies, you'll not only gather valuable information about your students' progress but also empower them to become more independent and reflective learners.
What AfL strategies do you swear by? I'd love to hear your thoughts and experiences in the comments below!
Happy teaching, everyone!
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