Afl For Learning

Consider how effective implementation of Assessment for Learning (AfL) in the primary setting can benefit both learner and teacher. Offer a critical review of a range of strategies to support AfL based on relevant literature.

'Teaching learners to become motivated and effective is a primary role of teachers ' (DCELLS, 2010a). This is relevant, in recent years, there has been a shift in focus within primary settings from enforcing knowledge, rather than process of learning as a skill. To overcome this obstruction and support learning, the process of developing thinking and assessment for learning (AfL) has been implemented into the primary setting. Throughout this essay, AfL and strategies enforced will be critically evaluated and the effectiveness
There has been conscious efforts to maximise time spent on formative tasks, allowing learners to benefit taking part in activities, developing them later on in life. This gives opportunities to reflect on the guidance given and assess themselves in future careers. Learners have opportunities to assess themselves during the day, throughout BSE, traffic light systems with learners pictures was enforced as a behavioural strategy however, for future planning this can be used during a plenary to show how well learners understood what was taught e.g. green meaning understand and red meaning needing help. From previous experiences, understanding has been shown through the thumbs up, thumbs down technique, however, the validity is questioned during whole class sessions as learners may feel pressured by others to say they understand.
Lindsay and Clarke (2001, p.15), describe formative assessment building a ‘constructivist’ classroom in which children are involved in ‘creating and reflecting on their learning’. From a Constructivist 's point of view, AfL is effective for allowing learners to become pro-active in building up knowledge they gain from their own experiences. This in turn, allows them to evaluate their own learning, improving confidence and skills as lifelong
A literature review of assessment for learning in science . Available: http://www.nfer.ac.uk/nfer/publications/AAS01/AAS01.pdf (no date). (Accessed: 30th November 2013).

Lindsay and Clarke (2001) - Hodgson, C and Pyle, K. A literature review of assessment for learning in science . Available: http://www.nfer.ac.uk/nfer/publications/AAS01/AAS01.pdf (no date). (Accessed: 30th November 2013).

Millar and Hames (2002) - Hodgson, C and Pyle, K. A literature review of assessment for learning in science . Available: http://www.nfer.ac.uk/nfer/publications/AAS01/AAS01.pdf (no date). (Accessed: 30th November 2013).

Nicol & MacFarlane-Dick. (2008). Improving student learning - Through the curriculum. Available: http://www.brookes.ac.uk/services/ocsld/isl/isl2008/papers/session3/mcdowell.html. (Accessed 30th November 2013).

WRAGG, EC. 1993. Primary Teaching Skills. London: Routledge. p.2.

Bibliography
Connor, C (1991). Assessment and testing in the primary school . Cambridge : The Falmer Press.
Andresen et al (1993). Strategies for assessing students. Birmingham: SEDA Publications.
Dcells (2010). How to develop thinking and assessment for learning in the classroom. Cardiff: Welsh Assembly