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Assessment for learning
Last updated: 09 September 2009
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'The way of learning was different. There you were told things by the teacher and you repeated them.'
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Assessment for learning is the process of using classroom assessment to improve learning, whereas assessment of learning is the measurement of what pupils can do.
In assessment for learning:
- teachers share learning targets with pupils
- pupils know and recognise the standards for which they should aim
- there is feedback that leads pupils to identify what they should do next in order to improve
- it is assumed that every pupil can improve
- pupils review and reflect on their performance and progress with teachers and they develop skills in peer- and self-assessment.
Assessment for learning is one of the most powerful ways of improving learning and raising standards. Actively involving all pupils in their own learning, providing opportunities for pupils to assess themselves and understand how they are learning and progressing, can boost motivation and confidence.
Assessment for learning should be part of effective planning of teaching and learning strategies that address the diverse needs of different groups of learners, and should acknowledge the barriers to learning that some of them encounter.
In planning for the inclusion of newly arrived pupils there are specific issues that teachers consider when assessing pupils' learning needs:
Providing a secure learning environment
Many newly arrived pupils will need support to settle into school and their learning. Some pupils, including asylum seekers and refugees, may also be managing difficult transitions and may need time to adjust to an unfamiliar classroom environment. Feeling secure in the classroom assists in this transition.
Developing confidence and motivation
Some newly arrived pupils may feel insecure and lacking in confidence initially. It is essential that teachers plan activities that enable newly arrived pupils to take part in lessons and make a full contribution. Assessment that encourages learning fosters motivation by emphasising progress and achievement rather than failure. Teachers should also be aware of the impact that comments, marks and grades may have on newly arrived pupils' confidence and enthusiasm. Constructive feedback can be a highly effective tool.
Acknowledging pupils' previous schooling experience, knowledge and skills
Pupils respond well when schools and teachers acknowledge and value the knowledge and experience that pupils from overseas bring. By pinpointing pupils' strengths and achievements, teachers will be better placed to identify the next steps in their learning and to plan appropriate tasks and activities.
Effective admission procedures can help schools identify pupils' prior education experiences, knowledge and aspirations. The Admission procedures area of this site offers further guidance on this.
The process of initial assessment of the language and learning needs of new arrivals will also assist teachers in building on previous learning. The Initial assessment area of this site provides further guidance.
Showing awareness of diverse needs and backgrounds
Some pupils from overseas will have experienced very formal teaching and learning approaches and may be unfamiliar with self-assessment tasks. Sensitivity is needed when asking a pupil with different individual and cultural attitudes about personal achievements and information.
The Country information area of this site offers more information on education systems in different parts of the world.
Planning for the needs of pupils with English as an additional language
Teachers will need to assess pupils' fluency in English when planning learning activities. Pupils may need opportunities to become familiar with the language structures and vocabulary structures used when evaluating and commenting on their learning.
Assessment strategies with new arrivals: some suggestions
Teachers can consider a range of strategies for ensuring that newly arrived pupils understand the goals they are pursuing and how they can take a full part in assessing their learning. These include:
- allowing time for pupils to adjust and become familiar with the structure and pace of lessons
- providing positive and constructive feedback
- considering class groupings carefully to enable pupils to work together collaboratively and to talk about learning
- providing opportunities for peer feedback
- ensuring learning objectives are explained clearly through visual supports
- providing key visuals and displays that illustrate the process of tasks and the steps to take
- including opportunities for pupils to build on existing knowledge
- planning opportunities for pupils to prepare and practise the language structures used for self-evaluation and assessment
- providing opportunities for pupils to use their first-language skills for reflection and self-assessment.
Case study
Newly arrived pupils: assessment for learning of mathematics
South Camden Community School is a mixed comprehensive in the London Borough of Camden. The school manages high levels of pupil mobility. This case study describes how the school's EMA team works closely with staff in the mathematics department to use assessment to raise the achievement of newly arrived students.