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Developing AFL Practice (MID tes Lerning and How to Learn)

Posted by DEC Development Education and Culture on Monday, 2 March 2015

In this material, present the Assessment for learner (AFL) in two of some strategies in assessment. First about “Traffic Light” and “Pupil Conference”. In Traffic Light stategy, we advocate involves the teacher identifying a small number of objectives for the lesson which are made as clear as possible. At the end of lesson, pupils can then be asked to indicate by a green, orange, or red circle on their work based on they feel high, medium or low level their materials object to understand. In pupil conferences, pupils from primary and secondary schools come in a day with their teachers together. They discuss about their experiences of learning which they have found useful when applied in their schools. Theirs points are about how teachers teach to the pupils, used with act, discussions style to know the pupils have to say.
From some resource, the stategy of AFL have different based on their situations and their locations. “Assessment for learning is process of seeking and interpreting for use by learners and their teachers to decide where the learners are in learning, where they need to go and how best to go there,” Assessment Reforms Group, 2002. Annie Davis and Co in their article “Assessment For Learning: Planning for Professional Development”describe assessment has the power to transform both learning and teaching because it is so integrally linked to motivation and learning.
In other definitions based on AFL’s develop by ARG in UK “Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning. It thus differs from assessment designed primarily to serve the purposes of ccountability, or of ranking, or of certifying competence. An assessment activity can help learning if it provides information to be used as feedback by teachers, and by their pupils in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet learning needs”

Building on the work of the most successful schools, the aims of AFL strategy, is now to make assessment for learning more widespread, systematic and consistent. Our aims are that:
·         Every child knows how they are doing, and understands what they need to do to improve and how to get there. They get the support they need to be motivated, independent learners on an ambitious trajectory of improvement;
·         Every teacher is equipped to make well-founded judgements about pupils’ attainment, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential;
·         Every school has in place structured and systematic assessment systems for making regular, useful, manageable and accurate assessments of pupils, and for tracking their progress;
·         Every parent and carer knows how their child is doing, what they need to do to improve, and how they can support the child and their teachers.
Make good progress pilot, the benefit step of AFL, making reboust assessments, a strategic approach to assessment, what and how the stategy will delivery, take some additional resource, and where did you find more informations are some strategy in AFL.
Assessment for learning has increasingly become the focus of research (Black & William, 1998; 2003; Crooks, 1988; Sadler, 1989; Stiggins, 2001). Assessment that directly supports learning has five key characteristics:
·         Learners are involved so a shared language and understanding of learning is developed,
·         Learners self-assess and receive specific, descriptive feedback about the learning during the learning,
·         Learners collect, organize, and communicate evidence of their learning with others,
·         Instruction is adjusted in response to ongoing assessment information, and
·         A safe learning environment invites risk taking, encourages learning from mistakes, enables focused goal setting, and supports thoughtful learning.

School improvement is not just about getting better at what you do but getting better at how you
get better, for example:
·         improving the change structures, systems and processes themselves
·         helping develop the understanding, beliefs, commitment and approaches of all those in the learning community.
The strategies for school leaders to consider relate to the six focuses listed below.
1.      School structures, systems and processes
2.      Developing a shared understanding of AfL
3.      Monitoring and evaluating impact
4.      Tracking individual pupil progress and curricular target-setting
5.      Collaborative working within a learning community
6.      Partnership with parents and carers
The basic strategies for all the studies and reports reviewed concentrate on at least one of the same four aspects that are understood as characteristic of AfL:
·       Questioning
·      Feedback
·      Peer and self-assessment
·      The formative use of summative assessment.
            In every resources in in publish in this article about developing  AFL practice, the writer compare with every single viewers of the references told about and these could preparing for two kinds, learners and teacher. The methods of planning the materials in the class example base from questioning, get feedbacks from the pupils, check every peer assessment before the final assessment should be the good strategies in teaching class. Still give respons for your student with traffic light strategy in the last meeting or remedial programs or in preparing final test class should be help the students to classifies their problem and help the teachers to reforce the materials in the next meeting and give controls of pupils skills in mastering the materials.           
Based on some resources above, there are some methods should teachers use in the class. The writers get one point about the method of teaching in the class. Still with the four step strategy, and combine discuss style and and self practicing class, using traffic light method in the last meeting should help teacher to classifies students base on their performace in daily class. The writer will share the sticky paper on students book and in the class. Students need to write down hardest thing in every class point on the papers, stick on their book and on the wall or projectors or whiteboard and students make simple diary in every meeting that describe about their story to understand the topic and how they try to do it and be collected before semesters as traffic light method before test.
·    Anne Davies, Margaret Arbuckle, Doris Bonneau. Assessment For Learning: Planning for Professional Development (PDF);
·    Jim Knight. 2008. The Assessment for Learning Strategy. Department, Children, Schools and Families: Nothingham. www.teachernet.gov.uk/publications (PDF);
·    Department, Children, Schools and Families. 2010.Practical strategies to support the whole-school development of AFL with APP (Primary), the nation strategies primary: Nothingham. www.teachernet.gov.uk/publications (PDF);
·    Maria Teresa Florez and Pamela Sammons.2013. Assessment for Learning: Effect and Impact. Oxford University Department of Educations Oxford. www.cfbt.com   ( PDF);
·    Mary james and Co. 2006. Learning How to Learn: Tools for School. Routledge Taylor & Francis Group: London and New York.


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