‘Raising Achievement is all about looking at ways to accelerate the achievement of outcomes and ambitions set out in the district’s Children and Young People’s Plan’ Cited from London borough of Newham, (SW1 placement)
Raising achievement is a crucial objective for all teachers as it forms the heart of the Every Child Matters (ECM) policy. Table 1 (see appendix) outlines the ECM policy and the ways in which mathematics contributes towards the achieving this. A key purpose of raising achievement is to ensure that ‘all children access excellent opportunities and learn successfully... have access to successful and effective schools... achievement and attainment gaps are closed’ http://www.newham.gov.uk A key component in raising achievement is assessment for learning. The Assessment Reform Group (2002), in the publication Assessment for learning: 10 principles, defined AFL as: The process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. The current DCSF Assessment for Learning Strategy states that AFL is ‘a powerful way of raising pupil’s achievement. It is not an add-on or a project; it is central to effective teaching and learning... As such, it needs to be a key part of effective planning.’ Assessment can be either summative (‘sum up’ an episode of learning) or formative (it is used to ‘form’ or add to a person’s current knowledge) the latter is the most effective as it indicates where there are learning needs and how to remedy it. ‘AFL has proven to have significant effect on pupils result… [Because] it demands pupils to take responsibility for their own learning...also because it supports them in taking on this responsibility, Capel (2009: 102) It further identifies four core components that are essential to produce effective AFL: 1) Learning intentions and success criteria (LISC)
4) Peer and self assessment
Learning Intention Success Criteria (LISC)
The objective of LISC is ‘to untangle for the pupils what they are supposed to learn from what they are supposed to do in order to learn that they are supposed to’, Capel (2009: 104) 1. A lesson intention refers to what students will be learning. Capel describes this as ‘lesson start with the intension that the pupils will learn what the teacher has planned, but the learning task may reveal that pupils need to learn something else…’ this is where the SC comes in. 2. The Success Criteria (SC) refers to what the students will be doing and how achievement will be demonstrated by the students. It is intended to guide pupils through the different stages of a lesson and allows pupils to self-assess the quality of their work and identify where they stand in terms of their leaning.
To differentiate between LI and SC, we usually consider WALT (We Are Learning To...) and WILF (What I am Looking For...)
All FGCS (Forestgate Community School) lessons utilize WALT to inform students of the lessons intensions. This is followed by the success criteria which guide pupils through the lesson, allowing them to identify what stage they are working at, what their next steps are and how they can get there. The SC is always differentiated e.g. ‘Must Should Could’. When setting the criteria, we frequently utilize the Blooms Taxonomy (see appendix) in order to vary the level of challenge. Each criterion is assigned a grade/sublevel which allows pupils to monitor and visualize their progress. The LISC is displayed on each slide as visual prompt. All lessons commence with a brief discussion of the LISC so pupils are fully aware of what they should take from the lesson. The LISC is referred to regularly throughout lesson to guide pupils and reviewed in the plenary to summarize the days learning. 2) Feedback
On November 2012, I attended a training course based on the research of...