The Foundation Stage

Assessment for Learning

 Programme
Session one Introduction
Rationale for AfL
COFFEE
Session two Sharing learning intentions
Success criteria
Effective feedback
LUNCH
Session three Observation
Questioning skills
Plenary
 Aims for Day 3
Assessment for Learning
 To consider
• How the key elements of Assessment for
Learning are incorporated into the ‘plan, do,
review cycle’ in the Foundation Stage
• Observation as one of the key strategies for
assessing children’s learning
 To raise awareness of the range of language
demands covered in the language for learning
model
 AfL in the Northern Ireland
Curriculum
• The Northern Ireland Curriculum Primary
Section 1:9 Pages 11 and 12

• Implementation box (PMB)

– Assessment for Learning for Key stages 1 and 2
(Pages 8 -14)
– Assessment for Learning DVD
– CPD Units CD-Rom
Assessment for Learning . . .
is a process of seeking and interpreting
evidence for use by learners and their
teachers to decide
where the learners are in their learning,
where they need to go and
how best to get there.

(Assessment Reform Group, 2001)

 Assessment of and for learning
Formative
a t i ve
Summ * during the lea
rning
a r n i n g * process focus
t h e le
* after me focus * to improve the
* outc o learning
v e th e * to promote lea
r o rning
* to p * to * done with lear
a r n i n g g n e rs
le l e a r n in * p ersonally refere
u r e n ced
meas l e a r n e r s * narrows abilit
o n e t o y range
* d l ly
e r n a ns
* ext d * w ide
e r e n c e
re f
range
Assessment for Learning

transferable learning

transparent process

responsibility
Assessment is an integral part of
the learning process
Assessment for Learning involves the following key
actions

• planning/sharing learning intentions

• sharing/identifying success criteria
• effective questioning
• giving feedback to pupils
• involvement in self-assessment
(AfL Booklet p2)
Assessment for Learning in the Foundation Stage

Individual target
settings Open learner/ teacher
relationships

Shared success
criteria
Advice on how to
improve

Shared learning
Plan Do
intentions

Review Taking risks

in learning
Self and peer
assessment

Self and peer

evaluation
Celebrating
success
 Plan
Plan –
• clarify tasks,
• generate ideas,
• designing ways of approaching tasks and
problems
(Northern Ireland Curriculum p10)
 ‘A night out’
Plan – clarify tasks, generate ideas,
designing ways of approaching tasks and
problems
• What do we know already?
• What do we want to learn?
• How will we find out ?
• Who could help us?
 Do
Carry out, plan and communicate findings
• Finding and analysing relevant information
• Creating, trialling or testing out possible
solutions
• Making decisions
• Drawing conclusions
• Presenting ideas, opinions and outcomes
(The Northern Ireland Curriculum p10)
 Review
Both the process and the outcomes of
their work and their learning
• Evaluating progress throughout and
making improvements when necessary
• Reflecting on their thinking and their
learning
• Transferring thinking and learning to
other contexts
( The Northern Ireland Curriculum p10)
AfL workshop
 Planning
Learning
Improvement Intentions

Learning,
Reflecting Teaching & Input
about
Assessment Cycle
learning

Success
Formative Criteria
Feedback Learning
Activity
If learners are to take more
responsibility for their own learning,
then they need to know what they are
going to learn, how they will recognise
when they have succeeded and why they
should learn it in the first place.

(An Intro to AfL, Learning Unlimited, 2004)

 Defining the learning

You can express the learning in terms of

• knowledge
• understanding
• skills
(AfL booklet p9)
Putting learning intentions into practice
• start small

• separate the learning from the task /activity

• tell them why they are learning something

• use appropriate language

• display the learning intention

• discuss the learning intention with pupils

Learning Intentions

Workshop
 Feedback
Telling a child he needs to work
harder is as much use as telling
a comedian he needs to be
funnier.

Dylan Wiliam
 How to share success criteria
The process takes time and needs to be
developed
You can help children along by
• Modelling the process
• Putting criteria into child friendly
language
• Allowing time to discuss
• By using images to illustrate the process
(AfL booklet p14)
 Feedback
• Young children need a nurturing climate
• Verbal and non verbal language from the adult
gives powerful messages to the child
• Focus feedback on individual progress
• Give feedback that focuses on success and
improvement
• Give children time to make improvements

Understanding the Foundation Stage, CCEA 2006, page 14

 AfL in action

Physical Development and

Movement
DVD
Observation
Mr Bean DVD
 Why Observe?
‘Well planned, regular and skilful
observations help teachers gain a more
accurate picture of the progress each
child is making across the whole
curriculum’

(Understanding the Foundation Stage p14)

 Why Observe?
‘Without the use of regular
observations, and written records on
each child’s development, the teacher is
left with an incomplete picture of the
child. This may lead to a loss of
significant information that could help
shape the planning and take more
account of the child’s needs.’

(Understanding the Foundation Stage p14)

 What to observe

There are two aspects to consider

during any observation;

• What the children say

• What the children choose to do

 What might be included ?
• Use of language in a range of situations
• Ability to problem-solve and make
decisions or demonstrate thinking skills
• Use of resources in an imaginative way
• Level of self- awareness and self-
confidence
• Ability to work with others
 What might be included ?

• Willingness to investigate and be

creative
• Desire to plan his/her activities
• Ability to manage emotions and feelings

(Understanding the Foundation Stage p15)

 Observation - the process

Significant difference between

‘being observant’ and ‘planned
observation’
 Observations should be:

• Planned for by staff

• Recorded appropriately - may include
photographs, children’s
contributions/samples of work, etc
• Carried out over time
• Used to make an assessment which
will inform future planning
 Assessment and planning

Observations provide the adult with the

evidence about the child’s progress in
learning
Observation Workshop
Purposes of Effective Questioning

In AfL effective questioning serves

two main purposes: to assist with
assessment and to improve
understanding.

(AfL Booklet p22)

 Strategies for Effective
Questioning

• Asking better questions

• Asking questions better
• Dealing with answers productively
• Encouraging pupil questions

(AfL Booklet p22)

 Key Messages
• AfL supports TS&PC and PDMU
• AfL is focuses on the learning process
rather than the end product
• The underpinning reason for AfL is to
inform teaching and learning
• We need to gather evidence to assess
children’s progress