Impact Of A Range Of Assessment For Learning

Abstract

The objective of this study is to assess the impact of a range of Assessment for Learning (AfL) techniques used during teaching ten lessons. Comparing the progress of pupils within these lessons, assessing the effective use of these AfL techniques within my teaching and comparing the outcomes with current academic literature.

A year nine class was taught across a series of ten lessons, using three of the most commonly used AfL techniques, questioning, self/peer assessment and feedback; with a specific focus on six pupils with a range of abilities.

The outcomes of the observations demonstrated that the effective use of AfL techniques produced significant improvements in pupil progress even within the space of ten lessons. All pupils

Black & Williams (1998), suggest that with conceptually difficult subjects such as science, pupils may understand a topic less well after being taught than before. This suggests that you cannot tell a pupil what they have learned, you need to assess their learning and understanding. (Brooks et al,2012).

Black and William (1998) and Assessment Reform Group (2002), highlighted the importance of ongoing assessment, providing feedback to pupil and teacher. Highlighting where pupils are in their learning, where they should be and what they need to do to get there through improvements to future learning by the pupil and future planning by the teacher.

The importance of AfL is now widely accepted, and if used well has the potential to drive improvements in pupil progress. However, while overall achievement of all pupils is raised, spread of achievements is greatly reduced as the progress of pupils who had previously underperformed is significant, (Black & Williams, 1998; Black et al, 2010).

The objective of this study is to assess the impact of AfL techniques on pupil progression and teaching within a lesson and across a series of lessons. Clarke (2008) and Hodgson & Pyle (2010), suggest three of the most commonly used AfL techniques are questioning, feedback and

Bloom (1969), suggested that it is a teaching tool rather than for grading pupils.

Wininger (2005), Walker (2008), and William (2009), widely support the suggestions by Bloom (1969). Butler (1987), argues that the use of grades even with comments, can have a negative effect on pupil progress. However, Bell & Cowie (2000), suggest that AoL can be used if effective qualitative feedback is given alongside a grade.

Effective use of AfL can significantly improve pupil achievement, especially amongst those who previously underperformed, providing valuable information needed by pupils and teachers (Black & William,1998; Black et al, 2002).

Stiggins (2002), suggests that AfL is only effective under certain circumstance, and higher achieving pupils are twice as likely to engage (Henly, 2003; Sly, 1999). However, Petty (2004) and Hodgson & Pyle (2010), suggest that AfL needs to equip pupils with information on their goals, feedback on how they are doing and guide future