One of the main benefits of assessment
for learning is that it can set an appropriate pace for all classroom learning activities. It allows teachers to determine when to modify or differentiate activities in order to keep students engaged and motivated.
The following guiding questions for implementation of appropriate assessment tools has been derived from the learning for all
government document:
Guiding questions:
- On the basis of early assessment data, which of my students require more
time and/or support in specific areas of learning?
- What would be the most effective interventions and types of support for
these students?
- What tracking tools could I use to monitor these students’ progress? Do
the assessment data give me an idea of the kinds of adjustments I could
make in the type, intensity, and duration of support and interventions?
- When assessment indicates that further support is required, what specific
information will the in-school team need to help decide on the most
appropriate further interventions?
- What are the accessible resources
Assessment as learning, also referred to as metacognition, Involving students in the process of creating assessment criteria provides the students with an opportunity to anticipate what they are working towards.
Simple Reflection Strategies:
Learning Logs
Learning logs, or learning journals, and other simple devices for students to reflect on
their recent work (perhaps at the end of their work with you each week). There may be regular
prompts to respond to (make a poster?) such as:
a) This week I have learned…
b) For next week I am focussing on…
c) I will know I am getting better when…
60-second Think
Even more simply, you can use a “60-second Think”, spontaneously, in your classroom at any time as
no equipment is required. Just ask students to stop, and “have a 60-second Think about how your
learning is going right now”.
The important thing for you to do is to accurately “time” the 60-seconds to allow quiet thinking time.
Concept Circle
• Ask students to quickly sketch a concept circle like this image
(noting that any number of spikes can be drawn).
• Students then do an “individual brainstorm”, trying to
recall the key concepts (or ideas for younger students)
that are related to the work they are doing now.
• Students then highlight, or draw a box around, any concept
(or idea) that they are having trouble understanding.
• These ideas are then recorded by the student in their
learning logs for further examination - or they can be discussed
with the teacher next time there is an opportunity to do so.
