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Raising attainment by establishing whole-school Assessment for Learning (AfL)
Culpin, Jon
Culpin, Jon
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Authors
Editors
Date
2009
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to raise teachers' awareness of how feedback and objective-led learning helps pupils to improve and make progress, and to improve independent learning skills and raise pupils' attainment.
Aims: The main aim is to improve pupils' independent learning skills and raise their attainment by implementing Assessment for Learning (AfL) in teaching.
Methods: The participants in this case study are head of school improvement, headteacher, middle leader, national strategies consultant, senior leadership team, SIP, subject leader, teacher, and pupils. Methods used included whole-school CPD, coaching, use of outside speakers, targeted work of consultants, AfL materials, and use of pupil voice.
Findings: The main findings are that effective implementation of Assessment for Learning (AfL) has had a positive impact on pupil learning, teaching, and school organisation and leadership. It has improved independent learning skills, raised pupils' attainment, and increased focus on learning objectives and feedback.
Implications: The findings suggest that effective implementation of Assessment for Learning (AfL) can improve independent learning skills, raise pupils' attainment, and increase motivation. It also highlights the importance of leadership and management vision in leading change.
Description
Keywords (free text)
secondary education