Developing a learning community through Assessment for Learning (AfL)
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Authors
English, Janet
Issue Date
2009
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to explore how to improve pupil learning through CPD approaches, research, and support from teachers and school leaders.
Aims: The main aim is to improve pupil learning by involving them more in designing, planning, and reviewing learning, and by providing CPD materials, research, and expertise.
Methods: The participants included carers, head of school improvement, headteachers, middle leaders, national strategies consultants, parents, pupils, senior leadership teams, SIPs, subject leaders, and teachers. Methods used included CPD materials, research, expertise, collaboration, observation, monitoring, planning, teacher perceptions, and dialogue with children.
Findings: The main findings are that involving pupils more in designing learning, planning for learning, activities for learning and review of learning has resulted in improved attainment, increased motivation and engagement in learning, more ownership and responsibility for learning, and increased metacognition.
Implications: The findings suggest that a collaborative, whole-school approach to CPD, involving research, dialogue, and reflection, can lead to improved pupil learning, teaching, and school organisation and leadership.
Aims: The main aim is to improve pupil learning by involving them more in designing, planning, and reviewing learning, and by providing CPD materials, research, and expertise.
Methods: The participants included carers, head of school improvement, headteachers, middle leaders, national strategies consultants, parents, pupils, senior leadership teams, SIPs, subject leaders, and teachers. Methods used included CPD materials, research, expertise, collaboration, observation, monitoring, planning, teacher perceptions, and dialogue with children.
Findings: The main findings are that involving pupils more in designing learning, planning for learning, activities for learning and review of learning has resulted in improved attainment, increased motivation and engagement in learning, more ownership and responsibility for learning, and increased metacognition.
Implications: The findings suggest that a collaborative, whole-school approach to CPD, involving research, dialogue, and reflection, can lead to improved pupil learning, teaching, and school organisation and leadership.
Description
Keywords (free text)
Primary education