Assessment For Learning

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INTRODUCTION This assignment focuses on the implementation of Assessment for Learning into a small inner city primary school. To guarantee anonymity the names of the school and the teachers involved are pseudonyms. The timescales for the implementation of Assessment for Learning into school were not favourable to the timescales for this assignment; see The Assessment for Learning Action Plan - appendix 4 and The School Improvement Plan (SIP) and appendix 3. Therefore it was necessary to base part of this assignment on a pilot carried out by the Assessment Co-ordinator. When Ofsted inspected the school in January 2006 the following recommendations were made. “Work is regularly marked but comments are often too positive and lack the rigour to help pupils improve.” Ofsted (2006). See appendix 1. This was then further clarified in the Post Ofsted Action Plan where the Headteacher indicated the school assessment systems need to take more account of individual pupil progress. “Marking to be less positive and indicate next steps”. See appendix 2. Introduction of Assessment for Learning began approximately eighteen months ago at my school but due to large-scale staff changes and because the monitoring of lessons indicated inconsistent use of Assessment for Learning procedures, the assessment co-ordinator deemed a whole scale re-introduction was needed to ensure a whole-school approach. Assessment for Learning described very loosely is informal assessment conducted by teachers usually during or immediately after the learning process has taken place, its main purpose is to promote the pupil’s further learning - formative assessment. It is not formal isolated tests that are carried out on special occasions to certify competence and inform reports and league tables. Assessment for learning was first initiated in 1998 by Black & Williams who set out to
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