Assessment of Learning

• Often called summative assessment

• Takes place after the learning

• Focuses on pupils’ achievements

• Is used to provide feedback to parents based on performance evidence

• Often called formative assessment

• Takes place during the learning

• Makes pupils active participants in their learning and focuses on next steps in learning

• Feeds forward to manage improvements

• Fosters responsibility for & ownership of learning

• Establishes where they are, where they need to go and how to get there

Assessment for Learning

The Assessment Balancing Act

• Both formative and summative assessment are important

• The Northern Ireland Curriculum seeks a better balance between the two

It involves teachers teaching pupils:• what they are about to learn and why;

• how to be successful at attaining the new learning;

• how to understand quality criteria and use them to self-assess – a vital life skill; and

• how to ask, as well as answer, better questions to deepen their own learning.

AfL in the Classroom

Teacher Outcomes• More focused on pupils’ learning• More concerned with the learning than activity or

performance• More reflective about own practice• Greater control passed to pupils• Changed relationship between teacher and pupil

Research Evidenced Impacts

Pupil Outcomes• Raised self-esteem and increased confidence• Greater resilience• Improved tenacity and perseverance• Acquired vocabulary for learning• Changed relationship between teacher and pupil• Improvements in performance, motivation,

engagement, attainment and independence

Research Evidenced Impacts