Assessment for learning
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In personalised learning, assessment is used to raise achievement, not just measure it. Assessment for learning is based on the idea that pupils improve most if they understand the aim of their learning, know where they are in relation to this aim and know how they can achieve it.
This implies:
- negotiation of learning outcomes, relevant assessment criteria and the means of assessment
- agreement of who will assess what and how
- linking assessment with feedback, mentoring and progression
Case studies
The full case studies provide practical examples of how leaders are putting the ideas behind personalising learning into practice. Brief examples (vignettes) relating to assessment for learning are also available.
Making it happen:practical tools
Use these practical tools to review this topic.
Reflective questions
Q: In what ways is assessment in your school clearly linked to feedback, mentoring and monitoring?
Q: Do assessment strategies in your school include any or all of the following: self-assessment, peer assessment, computer-based assessment, internal teacher assessment, external or accredited assessment?
Q: What do you understand by the term ‘learning guides’ and in what ways have you started to use learning guides?
Q: Are learning outcomes negotiated with pupils and parents?
Q: How does leadership ensure that teachers’ assessment skills are kept up to date?
Q: How effective are your staff at using discussion, questions and tasks that draw out evidence of learning?
Related publications and resources
- DCSF Personalised Learning - a practical guide
- Assessment for Learning in the primary framework
- Assessing Pupils' Progress in the primary phase
- The primary framework
- The secondary framework
Leadership for personalising learning: a framework
| Key components of personalised learning | Management for personalised learning | Leadership for personalised learning |
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