Assessment for Learning
In 2002 the Assessment Reform Group published their document detailing their 10 Principles of Assessment for Learning. In this document they detailed how teachers could and should include assessment in their day to day teaching and the benefits that this would bring to learners. However the difficulty has been the individualisation and personalisation of learning for each learner. Should teachers reinforce work that they have already taught or should they be starting on a new topic? Up until now teachers judgement has meant that they have undertaken extensive marking and analysis of whether learners have understood the work, using tick sheets and framework objectives and recording tools.
Alfie supports the 10 Principles of Assessment for Learning.
Assessment for learning should be part of effective planning of teaching and learning
A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned.Alfie supports Assessment for Learning by allowing teachers to identify the Goals for individual learners, providing feedback to learners and allowing teachers to plan the next stages of learning. This provides the best opportunity for progression. By "tagging" all of the assessment items to educational objectives teachers can more accurately plan work for learners based on their ability and need.
Assessment for learning should focus on how students learn
The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'.
Alfie allows teachers to plan accurately. By providing almost instantaneous positive feedback, learners can see where they have been successful and in what areas. It also makes them aware of the areas that they need to concentrate their efforts.
Assessment for learning should be recognised as central to classroom practice
Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue and decision making.
The detailed reports provided by Alfie provide quantitative information on the knowledge, understanding and skills that the learner has demonstrated during the assessment. These instantaneous reports allow the learner and the teacher to reflect on the level of attainment that is being measured and decide on the best course of action.
Assessment for learning should be regarded as a key professional skill for teachers
Teachers require the professional knowledge and skills to: plan for assessment; observe learning; analyse and interpret evidence of learning; give feedback to learners and support learners in self-assessment. Teachers should be supported in developing these skills through initial and continuing professional development.
While Alfie does not directly support CPD it does inform it. The detailed analysis can, if used carefully, provide a mechanism for identifying where good practice takes place and where assessment can be embedded in the curriculum.
Assessment for learning should be sensitive and constructive because any assessment has an emotional impact
Teachers should be aware of the impact that comments, marks and grades can have on learners' confidence and enthusiasm and should be as constructive as possible in the feedback that they give. Comments that focus on the work rather than the person are more constructive for both learning and motivation.
By providing positive comments only Alfie supports the learner allowing the teacher to decide on the best course of action in dealing with the negative elements. Teachers can be assured that the feedback that they are giving is both constructive and relevant.
Assessment for learning should take account of the importance of learner motivation
Assessment that encourages learning fosters motivation by emphasising progress and achievement rather than failure. Comparison with others who have been more successful is unlikely to motivate learners. It can also lead to their withdrawing from the learning process in areas where they have been made to feel they are 'no good'. Motivation can be preserved and enhanced by assessment methods which protect the learner's autonomy, provide some choice and constructive feedback, and create opportunity for self-direction.
By providing online feedback to learners they become more involved in the assessment process. This motivates and stimulates their willingness to become involved in the learning process. They are less likely to compare themselves with others and they can see where their strengths lie. Alfie provides "I can do..." statements, emphasising where these strengths lie and provides focus for self- assessment and their learning focus.
Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed
For effective learning to take place learners need to understand what it is they are trying to achieve - and want to achieve it. Understanding and commitment follows when learners have some part in deciding goals and identifying criteria for assessing progress. Communicating assessment criteria involves discussing them with learners using terms that they can understand, providing examples of how the criteria can be met in practice and engaging learners in peer and self-assessment.
By using Alfie teachers are able to identify the weaknesses of each individual learner and view their answers. The reports provide where individual or groups of learners are having similar difficulties. Teachers are therefore able to analyse the underlying processes that the learner undertook to arrive at their answer and decide on remedial actions for the individual or group of individuals.
Learners should receive constructive guidance about how to improve
Learners need information and guidance in order to plan the next steps in their learning. Teachers should:
- pinpoint the learner's strengths and advise on how to develop them;
- be clear and constructive about any weaknesses and how they might be addressed,
- provide opportunities for learners to improve upon their work.
By examining the Alfie reports teachers can pinpoint specific areas of concern for each learner, group or class. Armed with this information the teacher can determine how these areas of concern might be addressed and decide on the appropriate action for each individual learner. The application does assist teachers in deciding on what new opportunities for learners are required.
Assessment for learning develops learners' capacity for self-assessment so that they can become reflective and self-managing
Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-assessment.
The learner is able to review their answers and immediately determine what questions they did not answer correctly. This allows them to reflect on the answer they gave and seek help to resolve their issues. This could be through assistance from the teacher, their peers or on their own merits.
Assessment for learning should recognise the full range of achievements of all learners
Assessment for learning should be used to enhance all learners' opportunities to learn in all areas of educational activity. It should enable all learners to achieve their best and to have their efforts recognised.
