Lana Thain 1228584 EDPROFST 214 Assessment Task 2

Assessment for Learning (AFL) is the process of seeking and interpreting evidence for use by
learners and their teachers to decide where learners are at in their learning, where they
need to go, and how best to get there (Assessment Reform Group (ARG), 2002, p.2). This
co-constructed process provides the information needed to adjust teaching and learning
while they are happening (Garrison & Ehringhaus, 2007, p.3). Intrinsic to effective AFL is
goal setting, peer and self assessment and feedback, all underpinned by the concept of
assessment-capability of both the teacher and the learners.

Fraser & Hill (2016) state that knowing the expectations of what is to be done and learnt is
critical to effective learning and teaching (p.156). Transparency across the teaching,
learning, assessment and next steps process allows the learners to know what they are
learning, why it is relevant to them and how to progress (ARG, 2002). By unpacking and co-
constructing learning goals and success criteria, learners make connections to prior
knowledge and take ownership for their learning progress. Relevant and high standard
exemplars further promote the understanding of learning goals. Through analysing
exemplars students have a concrete point of reference for improvement and feedback
(Fraser & Hill, 2016), thus scaffolding for autonomous and assessment capable learners. In
order to facilitate this type of discussion, positive learning partnerships must be developed
between the learners themselves as well as between the learners and their teacher. This
involves fostering a safe learning environment where mistakes are opportunities for
learning and honest shared conversations can take place (Booth, Hill & Dixon, 2014).

Shared conversation or dialogue between learners is an authentic way for them to

consolidate and develop their understanding about the expected quality of learning by the
appraisal of others work, termed peer assessment. Given ample opportunity and guidance,
students learn to make judgements. Peer assessment exposes students to other outcomes,
giving insight into alternate strategies and how those strategies could be applied to their
own learning (Sadler, 1989). Sadler (as cited in Booth et al., 2014) identifies three critical
elements in the appraisal of others work; identifying whether the task specification has
been met; secondly, assessing the quality of the overall piece; and finally backing up the
judgement with reference to criteria (p. 145). As a precursor to self-assessment and
increased student autonomy, strategies of appraising others work must be explicitly taught.
Lana Thain 1228584 EDPROFST 214 Assessment Task 2

Learners must have access to applicable and high standard exemplars and a clear
understanding of learning goals and criteria as well as an understanding of next steps in
relation to these. This enables a shift from dependency on teacher feedback, to students
becoming self-monitoring and assessment capable. As well as giving ample opportunity for
learners to experience giving and receiving feedback amongst themselves, teachers must
also engage in modelling effective feedback.

Tunstall and Gipps (as cited in Hawe, Dixon & Watson, 2008) categorise feedback as either
descriptive or evaluative in their typology. Descriptive, learning oriented feedback that
involves the teacher in dialogue with the student is optimal as it is responsive and specific to
the learners progress. Presented in a way that the learner understands, feedback focuses
on the individuals learning and allows for teacher and learner collaboration to discuss
strategies in order to progress towards, and beyond, the stipulated criteria (Hawe et al.,
2008). Sadler (as cited in Hawe et al., 2008) observed that when the source of achievement
is external to the learner, it is associated with feedback; however when the student
generates the relevant information, the process is part of self-monitoring (p. 45). Engaging
students in monitoring their learning is more likely to enhance metacognitive skills as well as
motivation and self-efficacy as it creates opportunity for autonomy (ARG, 2002).

Interactive formative assessment (IFA) (Cowie & Bell, 1999) is a form of AFL. IFA can be
defined as a means for teacher intervention in the learning process as the opportunities
arise through interactions. Although teachers can prepare to engage in IFA it is embedded in
the learning experience, therefore difficult to predict when it will occur or what the students
will be doing at the time. It incorporates an interrelated process of the teacher noticing,
recognising and responding to student thinking and action during interactions (Cowie & Bell,
1999).

Noticing is concerned with gathering information around the curriculum, social and personal
learning of both individual students and learners as groups during learning experiences and
interactions. Throughout the interactions, information may be gained verbally by talking
with and listening to the learners, or non-verbally through observation, interaction with
others and the body language of the learners. Due to the ephemeral nature of the
Lana Thain 1228584 EDPROFST 214 Assessment Task 2

information, it is important to the progression of the learner that teachers notice, recognise
and respond to the information immediately (Cowie & Bell, 1999).

Recognising is concerned with making the connection between what they noticed and how
it is significant to the development of the learners construct, topic, personal and social
understanding and making qualitative judgements about students achievement. This
requires the teacher to use their prior knowledge of the individual student, their
pedagogical content knowledge and their knowledge of the context (Cowie & Bell, 1999, p.
109), something that can be difficult for teachers with a new class or teachers early in their
practice (Cowie & Bell, 1999).

Responding to what the teacher noticed and recognised must be immediate for the benefit
of the learner. Responding incorporates three references; care referenced, taking into
account the impact of the response in regards to the relationship between the teacher and
the learner or the learner and the topic; student referenced, considering the learner when
enhancing their development; and finally topic referenced, responding in a way to guide the
learner towards the practice of an expert in the curriculum field. When responding to what
was noticed and recognised, teacher knowledge and knowledge about their students come
into play. Should a group of students display similar misconceived understandings, it is more
beneficial to address the group as a whole, therefore providing relevant information to all
students including those unable to put themselves forward (Cowie & Bell, 1999).

AFL is an ongoing and transparent classroom practice in which the students are at the
centre of their learning and assessment. It is essential or assessment-capable teachers to
plan for opportunities which allow collaboration in monitoring and regulating learning
progress. This allows learners to take ownership of what they learn, how they learn it and
identify and strive towards next steps in their learning. By motivating, constructively guiding
and working alongside the learners, AFL assists the teacher in developing learners with the
capacity for self-assessment.
Lana Thain 1228584 EDPROFST 214 Assessment Task 2

Reference List:

Assessment Reform Group (2002). Assessment for learning: 10 principles: Research-based

principles to guide classroom practice. Cambridge, England: Cambridge University,
Faculty of Education.

Booth, B., Hill, M. F., & Dixon, H. (2014). The assessment-capable teacher: Are we all on the
same page? Assessment Matters, 6, 137-157. Retrieved from
http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/system/files/AM2014_6_137.pdf

Cowie, B., & Bell, B. (1999). A model of formative assessment in science education.
Assessment in education: Principles, policy & practice, 6(1), 101-116. doi:
10.1080/09695949993026

Garrison, C., Ehringhaus, M. (2007). Formative and Summative Assessments in the

Classroom. Retrieved from
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/
ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

Hawe, E., Dixon, H., Watson, E. (2008). Oral feedback in the context of written language.
Australian journal of language & literacy, 31(1), 43-58. Retrieved from
http://web.b.ebscohost.com.ezproxy.auckland.ac.nz/ehost/detail/detail?sid=4f524d
d7-df95-4c76-82ef-
edb0bb602afa%40sessionmgr102&vid=0&hid=105&bdata=JnNpdGU9ZWhvc3QtbGl2
ZSZzY29wZT1zaXRl&preview=false#AN=28399416&db=aph

Hill, M. (2016). Using classroom assessment for effective learning and teaching. In D. Fraser
& M. Hill (Eds.), The professional practice of teaching (5th ed., pp. 154-179). South
Melbourne, Australia: Cengage Learning Australia.

Sadler, D. (1989). Formative assessment and the design of instructional systems.

Instructional Science, 18(2), 119144. Retrieved from
http://link.springer.com/article/10.1007%2FBF00117714