Monitoring of Assessment for Learning

Focus 1 – Learning ObjectivesTeacher and Class

Date Progress and Comments

Learning objectives in each lesson are clearly shared with students and are separate from the explanation of the activitiesLearning objectives revisited during the course of the lessonStudents can explain what they are trying to learn and whyQuestioning and explaining is focused on the learning objectivesLearning objectives for the lesson can be tracked back to the overall Assessment Objective of a given SoW or course 1 = Strong evidence 2 = Some evidence

3 = Limited evidence 4 = No evidence

Monitoring of Assessment for Learning

Focus 2 – Learning Outcomes and Success Criteria

Teacher and Class

Date Progress and Comments

Learning outcomes / success criteria for each lesson are shared with studentsLearning outcomes / success criteria are differentiated to ensure that all students can make progress towards the learning objectivesLearning outcomes / success criteria form the basis of feedback to pupils

If asked in a lesson students can explain what they need to do to demonstrate success

1 = Strong evidence 2 = Some evidence3 = Limited evidence 4 = No evidence

Monitoring of Assessment for Learning Focus 3 – Questioning

Teacher and Class

Date Progress and Comments

Questioning targets all students using a range of strategies such as ‘no hands up’Students are given wait time and paired discussion time to respond to questions in lessonsTeachers create an atmosphere of trust in which students’ opinions and ideas are valued and wrong answers are not fearedQuestions are planned for in lessons in order to engage pupils in thinking for themselvesTeachers model the type of questions they may want students to askQuestions are staged and sequenced with increasing levels of challenge

1 = Strong evidence 2 = Some evidence3 = Limited evidence 4 = No evidence

Monitoring of Assessment for Learning Focus 4 – Oral and Written Feedback

Teacher and Class

Date Progress and Comments

Oral and written feedback is focused on the shared learning objectives of the lessonThere are planned opportunities in lessons for regular and frequent oral feedbackTeachers use strategies to help students overcome being stuck without giving them the answersStudents work is marked in line with departmental and whole school marking policyWritten feedback provides helpful comments on how students can improve their work and make progress towards their targetsStudents are given the opportunity to reflect on written feedback and respond to it during the lesson

1 = Strong evidence 2 = Some evidence3 = Limited evidence 4 = No evidence

Monitoring of Assessment for Learning

Focus 5 – Peer and Self AssessmentTeacher and Class

Date Progress and Comments

During lessons students are encouraged to reflect on what they have learned and what they need to do to improveStudents are trained how to assess each others work and provide fair and helpful feedback to othersThere are planned opportunities for students to assess their own work and each others workStudents are encouraged to discuss what strategies they might use to learn what they need to doStudents take increasing responsibility for assessing their own progress and can relate this to their personal targets

1 = Strong evidence 2 = Some evidence3 = Limited evidence 4 = No evidence

Monitoring of Assessment for Learning Focus 6 – Curricular Target Setting

Teacher and Class

Date Progress and Comments

Teachers have a good understanding of their subject in terms of progression in key concepts and skills and how this links with grades and levels

Subject leaders review milestone summative assessments results and check these are standardised across teachers in their departmentsSubject leaders review progress and check data and ensure these are accurate and supported by evidenceTeachers regularly use an appropriate range of data to baseline pupil performance, set targets and judge progress 1 = Strong evidence 2 = Some evidence

3 = Limited evidence 4 = No evidence

Monitoring of Assessment for Learning

Focus 7 – Learning Environment

Teacher and Class

Date Progress and Comments

Grade and level descriptors are visible in rooms

Exemplar work is made available to students in order to see what they need to be able to do at each grade

Displays are used to support AfL

Seating is organised to support peer and self assessment

1 = Strong evidence 2 = Some evidence3 = Limited evidence 4 = No evidence

Monitoring of Assessment for Learning Focus 8 – Differentiation

Teacher and Class

Date Progress and Comments

Teachers plan for all groups of students within a lessonTeachers plan for a verity of different styles of learningTeachers plan for appropriate time scales for different groups of pupils within a lessonTeachers plan for students to select tasks from a menu of options in some lessons to cater for their interestsTeachers provide a bank of resources to choose fromTeachers use a variety of teaching and learning resources including visual, auditory etcTeachers organise pairings and groupings to cater for individuals and groups of studentsTeacher use dialogue, language, questioning and support appropriately for all groups and individualsTeachers differentiate by outcome for all groups of students 1 = Strong evidence 2 = Some evidence

3 = Limited evidence 4 = No evidence