Assessment is for Learning

Assessment is for Learning

High quality  interactions that promote thinking and demonstrate learning and development lie at the heart of assessment as part of learning and teaching.  Discussion about learning takes place among teachers and pupils, and forms part of the learning experience.

Assessment is for Learning

 Assessment of Learning

Assessment as Learning

Our classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses.

Learners need timely, accurate feedback about what they have learned and how well they have learned it. Through this deliberate, focussed interaction, next steps are identified and planned.

A learner’s progress should be assessed in ways and at times appropriate to their learning needs. Judgements about learning will be based on evidence from a broad range of sources, over time, and across a range of activities.

The approaches to assessment developed through Assessment is for Learning (AifL) provide a sound platform to support this planning. Learning, teaching and assessment should be designed to reflect the ways in which individuals progress to motivate and further develop their learning.

Learners should be involved in planning and reflecting on their own progress, through formative and summative approaches, self and peer assessment and personal planning for learning.

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