Assessment for Learning 2013 by Liz Anderson

Keynote 1 = Practical guidance on what works & tips for successful implementation = Chris Harrison
  • Carol Dweck books – Mind set and focussing on low attainers.

  • Formative assessment isn’t always a test

  • Find out what learners know or don’t know

  • Activities and questions to move learners on

  • Asking how, why and why might questions – not what questions

  • Is AfL delivered in your college – work harder and revise more – NO

  • Pose, Pause, Pounce and Bounce questioning – beware of taking over the answer. Do not intervene.

  • What is the effect of your teaching on your learners? Progress made in lesson

Keynote 2 = assessment for learning in practice = Paul Spenceley

  • ‘it ain’t what you do it’s the way that you do it’

  • Plan what student need to learn, not what you need to teach.

  • Comment on what need to know not what you want them to say

  • Average discussion with the teacher talking is 70%-90%

Key problems with discussions

  • Not discussions, series of one to one comments between teacher and individual

  • Not enough students involved

  • Lack of think time

  • Leading students to the correct answers

  • Failing to see the implications of answers

  • Use HOT questions to provoke discussion – what might, how

  • Need to get more students involved – pick random questions to engage all students to task part and answer

Keynote 3 = How outstanding AfL supports & demonstrates progression in the classroom = Yvonne Lewington

  • You cannot show progress in 20 minutes, but you can show progression.

  • Expose the learning in the classroom

  • How do you know they are learning? What are you finding out? Are your learners doing or saying anything?

  • Tweak questions to enable all students to take part and think for themselves, not because there is a right or wrong answer.

Jane short = Make best use of AfL techniques to empower learners, inspire independence and encourage progress

  • Students are engaged, challenged, feel safe, you make a difference

  • Do they know what they are expected to learn?

  • Do they know where they are in relation to their expectations?

  • Do they know how to achieve their goals?

  • Use ‘wait’ time before answering a question – ask the group, do you agree, disagree, let the students discuss the answers.

  • Feedback is crucial – let them know what they are doing right but more importantly what they are doing wrong.

  • Allow students to mark work and give feedback.

Torsten Payne= Train colleagues to make effective use of HOT to stretch, challenge and promote deeper thinking.

  • Teachers doing too much rather than too little


  • Good learning starts with questions, not answers.

If we ask good questions we:

  • Raise retention, good behaviour, length of answers are increased, contributions to questions increase, student to student interactions, progress and achievement.

  • Most teachers use Knowledge – remember = 78%, rather than expanding knowledge in HOT/Blooms

Torsten Payne = Practical differentiation techniques to ensure progression for all mixed ability classrooms.

OfSTED looking for:

  • Ethnic minorities

  • Family history

  • Disabilities

  • Gifted and talented

  • ESOL


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