Assessment for Learning

Booklet including information on marking strategies, feedback to pupils and helping pupils assess their work.
Key characteristics of AfL: marking and feedback strategies
Key stages: all

This is the first part of a report on an evaluation project on formative assessment strategies in the Gillingham education action zone, based on findings from Inside the black box. The report describes interventions and research into sharing learning intentions, developing success criteria and self-evaluation. The findings are analysed to suggest ways forward.
Key characteristics of AfL: sharing learning intentions, success criteria, self-assessment
Key stages: 1-2

This is the second part of a report on an evaluation project on formative assessment strategies in the Gillingham education action zone, based on findings from Inside the black box. The report describes interventions and research into oral and written feedback. The findings are analysed to suggest ways forward.
Key characteristics of AfL: sharing learning intentions, success criteria, self-assessment
Key stages: 1-2

This is the third part of a report on an evaluation project on formative assessment strategies in the Gillingham education action zone, based on findings from Inside the black box. The report describes interventions and research into target setting. The findings are analysed to suggest ways forward.
Key characteristics of AfL: target setting
Key stages: 1-2

Booklet encouraging practice that supports learning and teaching by emphasising the evaluation, review and development of processes associated with assessment, recording and reporting. Divided into eleven sections dealing with different aspects of assessment, each including commentaries on current practice, a self-evaluation checklist, and quotations from pupils, parents and teachers.
Key characteristics of AfL: planning, marking and feedback strategies, formative use of summative assessment
Key stages: mainly 3

Booklet presenting research into ways of encouraging teachers to use self-assessment as a means of promoting and monitoring children's learning. The main characteristics of self-assessment are described in detail and six case studies demonstrate how different strategies can be used to engage children.
Key characteristics of AfL: effective questioning, peer and self-assessment
Key stages: 1-2

Guidelines for primary assessment co-ordinators (AAIA, 2000)

Guidance for primary assessment coordinators emphasising their role in supporting assessment for learning.
Key stages: 1-2

Guidelines for secondary assessment coordinators (AAIA, 2000)

Guidance for secondary assessment coordinators emphasising their role in supporting assessment for learning.
Key stages: 3-4