Enabling pupils to become more active learners through Assessment for Learning (AfL)
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Authors
Trigg, Marilyn
Issue Date
2009
Educational Level
ISCED Level 1 Primary education
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 2 Lower 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 writing standards, increase independence and responsibility for learning, and empower children in their learning through the use of AfL strategies.
Aims: The main aim of the development work was to improve motivation and attitudes, empower children in their learning, and reduce underachievement through appropriate AfL strategies.
Methods: Participants include pupils, senior leadership team, teachers, local authority staff, and primary network advisers. They are all involved in the two-year AfL program to improve writing, motivation, attitudes, and independence in learning. Methods used included training by advisers and specialists, trialing of strategies, discussion, observation, teacher assessment, pupil consultation, and staff questionnaires.
Findings: The main findings of this case study are that AfL strategies have had a positive impact on pupil learning, teaching, and school organization and leadership. It has resulted in improved motivation and attitudes, increased involvement in learning, and improved collaboration between teachers and schools.
Implications: The findings suggest that AfL strategies can have a positive impact on pupil learning, teaching, and school organization and leadership. It can lead to improved motivation and attitudes, increased involvement in learning, and improved collaboration between teachers and schools.
Aims: The main aim of the development work was to improve motivation and attitudes, empower children in their learning, and reduce underachievement through appropriate AfL strategies.
Methods: Participants include pupils, senior leadership team, teachers, local authority staff, and primary network advisers. They are all involved in the two-year AfL program to improve writing, motivation, attitudes, and independence in learning. Methods used included training by advisers and specialists, trialing of strategies, discussion, observation, teacher assessment, pupil consultation, and staff questionnaires.
Findings: The main findings of this case study are that AfL strategies have had a positive impact on pupil learning, teaching, and school organization and leadership. It has resulted in improved motivation and attitudes, increased involvement in learning, and improved collaboration between teachers and schools.
Implications: The findings suggest that AfL strategies can have a positive impact on pupil learning, teaching, and school organization and leadership. It can lead to improved motivation and attitudes, increased involvement in learning, and improved collaboration between teachers and schools.
Description
Keywords (free text)
Primary education , English - writing