On pupil learning
What has been the overall impact on pupil learning?
- Primary Schools: marked improvement in the grade and level gains in writing over the two-year period. Achievement was above the national achievement. Gains : One grade : 26%, Two grades : 31%, One level : 33%, 1 level + 1 grade : 8%, One level + 2 grades : 0.3%, 2 levels : 1%
- No data available from secondary schools.
- Children are more involved in their learning and more open about their difficulties. Children developing their own success criteria and finding it helpful to further learning. Through questionnaires it was clear that the children liked AfL and found it helped their learning.
- Children enjoyed having a response partner and liked the 'close the gap' comments from the teacher, the success criteria, traffic lights and thinking time. They felt they had more ownership of their learning.
- Students are involved in assessing their own work against GCSE and AS/A level criteria.
Quantitative evidence of impact on pupil learning
- Periodic teacher assessment
- Test results
Qualitative evidence of impact on pupil learning
- Logs or interviews
- Observation outcomes
- Pupil consultation data
Describe the evidence of impact on pupil learning
The Key Stage 2 data in the report (see summary page) takes into account nine primary schools: approximately 330 children.
What has been the impact on teaching?
Teachers report greater focus to their lessons and an improved awareness by the children of what they are learning. Staff now consistently advise children of lesson objectives and are becoming more adept at using various strategies. There is a slow movement away from exhaustive teacher talk to shared learning, with greater opportunity for the children to take control of their own learning. Less able children are developing the confidence to put forward their ideas in a non-threatening environment.
Plus it has led to more focused planning.
Greater focus to teaching with an emphasis from teacher to pupil activity.
Marking and feedback more effective.
Questioning more focused and at a higher level and differentiated.
Teachers now sharing ideas, observing each other teach and discussing more what is happening in their classroom.
Planning now incorporates lesson objectives/success criteria.
National Curriculum level descriptors are now translated into student-friendly language (Secondary schools).
Quotes you think are relevant to the impact on teaching
I wouldn’t be without AfL in the classroom and I thank the partnership and the Primary Strategy Network for the opportunity for it.
Evidence of impact on teaching
- Evidence from observation and monitoring
- Evidence from planning
- Teacher perceptions
Describe the evidence of impact on teaching
Staff questionnaires and lesson observation demonstrated a range of ways in which teachers had improved their teaching through AfL strategies (see report, Summary page).
On school organisation and leadership
What has been the impact on school organisation and leadership?
More training for Teaching Assistants and Governors. More collaborative and shared working within schools and within the Partnership.
Evidence of impact on school organisation and leadership
Improved collaboration between teachers and schools.