Collaborative paired Assessment for Learning (AfL) driven swift school improvement
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Authors
Coxon, Vicky
Issue Date
2009
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to improve teaching and learning in a deprived area by introducing Assessment for Learning (AfL) approaches, and measure the impact on pupil learning, teaching, and school organisation and leadership.
Aims: The main aim was to improve teaching and learning by using Assessment for Learning (AfL) approaches, resulting in accelerated pupil progress and higher attainment.
Methods: The participants included teachers, subject leaders, senior leadership team, and the school's deputy head teacher from Mayfield and Seven Kings High School. They collaborated to use AfL approaches to improve teaching and learning. Methods used included paired teaching and coaching, 'Show and Tell' suppers, monitoring of teaching quality, and CPD sessions with resources.
Findings: The main findings are that AfL approaches, paired teaching and coaching, and review of impact with a partner school have had a dramatic impact on pupil learning, teaching, and school organisation and leadership.
Implications: The findings suggest that AfL approaches, paired teaching and coaching, and collaboration can have a dramatic impact on pupil learning, teaching quality, and school organization and leadership.
Aims: The main aim was to improve teaching and learning by using Assessment for Learning (AfL) approaches, resulting in accelerated pupil progress and higher attainment.
Methods: The participants included teachers, subject leaders, senior leadership team, and the school's deputy head teacher from Mayfield and Seven Kings High School. They collaborated to use AfL approaches to improve teaching and learning. Methods used included paired teaching and coaching, 'Show and Tell' suppers, monitoring of teaching quality, and CPD sessions with resources.
Findings: The main findings are that AfL approaches, paired teaching and coaching, and review of impact with a partner school have had a dramatic impact on pupil learning, teaching, and school organisation and leadership.
Implications: The findings suggest that AfL approaches, paired teaching and coaching, and collaboration can have a dramatic impact on pupil learning, teaching quality, and school organization and leadership.
Description
Keywords (free text)
assessment for learning , formative assessment , school improvement