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Assessment for Learning (AfL): Day-to-day assessment

Overview of day-to-day assessment in Assessment for Learning (AfL) – an essential part of effective learning and teaching. Lists the interrelated strategies involved, including: Sharing and talking about learning objectives; Observing and listening to gather intelligence; Questioning and whole-class dialogue; Giving oral and written feedback and planning for group talk.

Support for day-to-day assessment

Information about the support for day-to-day assessment in the primary phase.
Assessment as an integral part of learning and teaching

Discussion of how assessment occurs within teaching sequences and at the 'point of learning'. Involves reflecting on the impact of teaching and being clear about what helps children learn and develop as learners, including approaches such as 'think, pair, share'.
Involving children in their learning

Explanation of how children need to take responsibility for the progress they make as independent learners, through an environment that allows them to feel safe, values their opinions and provides clear structure to their role. There are pointers to helping children, including those with specific difficulties, become active, reflective and self-motivated learners.
Developing your practice

Introduction to the teaching and learning review tables. These are progression tables designed to develop aspects of Assessment for Learning (AfL) in lessons. The review tables are: Objective-led learning; Oral feedback; Written feedback; Peer assessment and self-assessment; Progression in learning and curricular targets; Questioning.

Assessment for Learning (AfL): Objective-led and outcome-led learning

Information about objective- and outcome-led learning, which leads onto three more chapters: success criteria; sharing objectives and success criteria; and sharing the big picture.

Success criteria

Information about how children's progress is accelerated when they are clear about the success criteria for the intended outcomes.
Sharing objectives and success criteria

Information about helping children to become more self-evaluative by sharing learning objectives, which encourages a focus on the learning and not just the activity.
Sharing the big picture

Describes how children need to know why they are learning, knowing their individual learning targets and seeing the key focuses for the half-term. Overview can be helped by concept mapping, posters and visuals of the topics in the unit, and establishing pre-learning and learning links.

Assessment for Learning: Teaching and learning review tables – Objective-led learning

Document presenting the teaching and learning review tables for objective-led learning. Aims to support the teachers develop the aspects of the Assessment for Learning.

Questioning and dialogue

Information about classroom dialogue, which helps children to develop their thinking and to learn from each other, and can be used as part of Assessment for Learning.

Assessment for Learning: Teaching and learning review tables – Questioning dialogue

Document presenting the teaching and learning review tables for questioning and dialogue. Aims to support the teachers develop the aspects of the Assessment for Learning.

Peer assessment and self-assessment

Introduction to peer assessment and self-assessment, which shows that these approaches are much more than children marking each other's work and should involve reflection on learning.

Developing the assessment

A description of peer assessment and self-assessment as a staged approach to building assessment skills through models, with examples of work, 'think aloud' critiquing, and structured reflection.
Planning for a whole-school approach

Information on developing peer assessment and self-assessment as part of a systematic approach to developing the social and emotional aspects of learning, and the implications for the CPD of teachers and teaching assistants.

Assessment for Learning: Teaching and learning review tables – Peer assessment and self-assessment

Document presenting the teaching and learning review tables for peer assessment and self-assessment. Aims to support the teachers develop the aspects of the Assessment for Learning.

Assessment for Learning (AfL): Oral and written feedback

An overview from the Primary Framework that notes how beneficial feedback is. Oral feedback, both direct and indirect, is vital to pupils and can help to raise pupils' self-esteem, their determination to undertake difficult tasks and their ability to dare to make mistakes and reflect on them.

Specific positive oral feedback

Information about how oral feedback is regular and interactive, direct and indirect, and positive and developmental; This CPD supports the Primary Framework. The page also links to the document 'Planned and responsive oral feedback'.
Written feedback

Guidance on how to provide feedback to children in a way that encourages success and improvement. This content draws on information from the book Working inside the black box: assessment for learning in the classroom, and links to the guide, marking against the success criteria.

Assessment for Learning: Teaching and learning review tables – Oral feedback

One of the progression tables to help teachers develop aspects of Assessment for Learning (AfL) in lessons. They focus on evaluating the impact of teaching approaches rather than on making judgements about teaching competence and can be used in classroom-focused CPD activities to help teachers develop specific aspects of pedagogy through self-evaluation.

Assessment for Learning: Teaching and learning review tables – Written feedback

Document presenting the teaching and learning review tables for written feedback. Aims to support the teachers develop the aspects of the Assessment for Learning.

Learning and teaching

Assessment for Learning (AfL): Day-to-day assessment

Support for day-to-day assessment

Assessment as an integral part of learning and teaching

Involving children in their learning

Developing your practice

Assessment for Learning (AfL): Objective-led and outcome-led learning

Success criteria

Sharing objectives and success criteria

Sharing the big picture

Assessment for Learning: Teaching and learning review tables – Objective-led learning

Questioning and dialogue

Assessment for Learning: Teaching and learning review tables – Questioning dialogue

Peer assessment and self-assessment

Developing the assessment

Planning for a whole-school approach

Assessment for Learning: Teaching and learning review tables – Peer assessment and self-assessment

Assessment for Learning (AfL): Oral and written feedback

Specific positive oral feedback

Written feedback

Assessment for Learning: Teaching and learning review tables – Oral feedback

Assessment for Learning: Teaching and learning review tables – Written feedback

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