Mountain Lane School
Believe, Achieve, Succeed
Formative Assessment or Assessment for learning (AfL), is a teaching approach that generates feedback which pupils can use to improve their performance. The use of Formative Assessment is proven to raise
attainment and develop high student self-efficacy (a pupil's belief that thay can be successful when carrying out a particular task).
At Mountain Lane School, we have been embedding AfL principles for several years; here is a reminder of the strategies and approaches that are currently used across our school:
Sharing Lesson Objectives and Co-Constructing Success Criteria - For Formative Assessment to be effective, it is important for the Learning Objectives to be presented to pupils. Learning Objectives focus on the skills being introduced/practised or the knowledge being learned. Success Criteria are the breaking down of Learning Objective and provide pupils with steps or ingredients to achieve success. Research suggests that co-constructing Success Criteria with pupils is more powerful than teachers simply presenting the steps to them.
Talk/Learning Partners - Talk/Learning Partners have been noted to have a strong impact on peer and self-assessment, pupil to teacher feedback, pupil progress, as well as on on pupil well-being and social skills. Best pactice is where partners are changed regularly and are randomly selected, and where they are used during the lesson to discuss progress at the beginning, and end of the lesson and also during the lesson as 'pit stops'.
Feedback (verbal and written) - Feedback is information given to pupils about their performance relative to learning outcomes and should lead to improvement in their learning. Feedback redirects a pupil's actions to achieve a goal, by aligning effort and activity with an outcome. Feedback can be about the outcome of the task or process or about the pupil's management of their learning (self-regulation). Feedback can be verbal or written, or through the use of digital technology. During recent years, we have been developing our systems for providing both verbal and written feedback to pupils. Talk/Learning Partners are also used to provide pupils with the opportunity to provide one another with feedback on their learning.
Growth Mindset - Reseach shows that pupils make better progress if they are accepting of the concept of Growth Mindset which creates independent and confident learners, resilience and perseverance. Growth Mindset builds a culture of co-operation within the class where everyone is supported, it also promotes effective teamwork and co-operation.
Below you will find a 'Road Map' which shows how the use of Formative Assessment strategies are embedded and developed as pupils move through Mountain Lane School.
AfL at Mountain Lane School
of
Zoom:
Search:
Mountain Lane School
Believe, Achieve, Succeed
Formative Assessment or Assessment for learning (AfL), is a teaching approach that generates feedback which pupils can use to improve their performance. The use of Formative Assessment is proven to raise
attainment and develop high student self-efficacy (a pupil's belief that thay can be successful when carrying out a particular task).
At Mountain Lane School, we have been embedding AfL principles for several years; here is a reminder of the strategies and approaches that are currently used across our school:
Sharing Lesson Objectives and Co-Constructing Success Criteria - For Formative Assessment to be effective, it is important for the Learning Objectives to be presented to pupils. Learning Objectives focus on the skills being introduced/practised or the knowledge being learned. Success Criteria are the breaking down of Learning Objective and provide pupils with steps or ingredients to achieve success. Research suggests that co-constructing Success Criteria with pupils is more powerful than teachers simply presenting the steps to them.
Talk/Learning Partners - Talk/Learning Partners have been noted to have a strong impact on peer and self-assessment, pupil to teacher feedback, pupil progress, as well as on on pupil well-being and social skills. Best pactice is where partners are changed regularly and are randomly selected, and where they are used during the lesson to discuss progress at the beginning, and end of the lesson and also during the lesson as 'pit stops'.
Feedback (verbal and written) - Feedback is information given to pupils about their performance relative to learning outcomes and should lead to improvement in their learning. Feedback redirects a pupil's actions to achieve a goal, by aligning effort and activity with an outcome. Feedback can be about the outcome of the task or process or about the pupil's management of their learning (self-regulation). Feedback can be verbal or written, or through the use of digital technology. During recent years, we have been developing our systems for providing both verbal and written feedback to pupils. Talk/Learning Partners are also used to provide pupils with the opportunity to provide one another with feedback on their learning.
Growth Mindset - Reseach shows that pupils make better progress if they are accepting of the concept of Growth Mindset which creates independent and confident learners, resilience and perseverance. Growth Mindset builds a culture of co-operation within the class where everyone is supported, it also promotes effective teamwork and co-operation.
Below you will find a 'Road Map' which shows how the use of Formative Assessment strategies are embedded and developed as pupils move through Mountain Lane School.
AfL at Mountain Lane School
of
Zoom:
Search:
Mountain Lane School
Believe, Achieve, Succeed
Formative Assessment or Assessment for learning (AfL), is a teaching approach that generates feedback which pupils can use to improve their performance. The use of Formative Assessment is proven to raise
attainment and develop high student self-efficacy (a pupil's belief that thay can be successful when carrying out a particular task).
At Mountain Lane School, we have been embedding AfL principles for several years; here is a reminder of the strategies and approaches that are currently used across our school:
Sharing Lesson Objectives and Co-Constructing Success Criteria - For Formative Assessment to be effective, it is important for the Learning Objectives to be presented to pupils. Learning Objectives focus on the skills being introduced/practised or the knowledge being learned. Success Criteria are the breaking down of Learning Objective and provide pupils with steps or ingredients to achieve success. Research suggests that co-constructing Success Criteria with pupils is more powerful than teachers simply presenting the steps to them.
Talk/Learning Partners - Talk/Learning Partners have been noted to have a strong impact on peer and self-assessment, pupil to teacher feedback, pupil progress, as well as on on pupil well-being and social skills. Best pactice is where partners are changed regularly and are randomly selected, and where they are used during the lesson to discuss progress at the beginning, and end of the lesson and also during the lesson as 'pit stops'.
Feedback (verbal and written) - Feedback is information given to pupils about their performance relative to learning outcomes and should lead to improvement in their learning. Feedback redirects a pupil's actions to achieve a goal, by aligning effort and activity with an outcome. Feedback can be about the outcome of the task or process or about the pupil's management of their learning (self-regulation). Feedback can be verbal or written, or through the use of digital technology. During recent years, we have been developing our systems for providing both verbal and written feedback to pupils. Talk/Learning Partners are also used to provide pupils with the opportunity to provide one another with feedback on their learning.
Growth Mindset - Reseach shows that pupils make better progress if they are accepting of the concept of Growth Mindset which creates independent and confident learners, resilience and perseverance. Growth Mindset builds a culture of co-operation within the class where everyone is supported, it also promotes effective teamwork and co-operation.
Below you will find a 'Road Map' which shows how the use of Formative Assessment strategies are embedded and developed as pupils move through Mountain Lane School.
AfL at Mountain Lane School
of
Zoom:
Search:
Mountain Lane School
Believe, Achieve, Succeed
Formative Assessment or Assessment for learning (AfL), is a teaching approach that generates feedback which pupils can use to improve their performance. The use of Formative Assessment is proven to raise
attainment and develop high student self-efficacy (a pupil's belief that thay can be successful when carrying out a particular task).
At Mountain Lane School, we have been embedding AfL principles for several years; here is a reminder of the strategies and approaches that are currently used across our school:
Sharing Lesson Objectives and Co-Constructing Success Criteria - For Formative Assessment to be effective, it is important for the Learning Objectives to be presented to pupils. Learning Objectives focus on the skills being introduced/practised or the knowledge being learned. Success Criteria are the breaking down of Learning Objective and provide pupils with steps or ingredients to achieve success. Research suggests that co-constructing Success Criteria with pupils is more powerful than teachers simply presenting the steps to them.
Talk/Learning Partners - Talk/Learning Partners have been noted to have a strong impact on peer and self-assessment, pupil to teacher feedback, pupil progress, as well as on on pupil well-being and social skills. Best pactice is where partners are changed regularly and are randomly selected, and where they are used during the lesson to discuss progress at the beginning, and end of the lesson and also during the lesson as 'pit stops'.
Feedback (verbal and written) - Feedback is information given to pupils about their performance relative to learning outcomes and should lead to improvement in their learning. Feedback redirects a pupil's actions to achieve a goal, by aligning effort and activity with an outcome. Feedback can be about the outcome of the task or process or about the pupil's management of their learning (self-regulation). Feedback can be verbal or written, or through the use of digital technology. During recent years, we have been developing our systems for providing both verbal and written feedback to pupils. Talk/Learning Partners are also used to provide pupils with the opportunity to provide one another with feedback on their learning.
Growth Mindset - Reseach shows that pupils make better progress if they are accepting of the concept of Growth Mindset which creates independent and confident learners, resilience and perseverance. Growth Mindset builds a culture of co-operation within the class where everyone is supported, it also promotes effective teamwork and co-operation.
Below you will find a 'Road Map' which shows how the use of Formative Assessment strategies are embedded and developed as pupils move through Mountain Lane School.
AfL at Mountain Lane School
of
Zoom:
Search:
Mountain Lane School
Believe, Achieve, Succeed
Formative Assessment or Assessment for learning (AfL), is a teaching approach that generates feedback which pupils can use to improve their performance. The use of Formative Assessment is proven to raise
attainment and develop high student self-efficacy (a pupil's belief that thay can be successful when carrying out a particular task).
At Mountain Lane School, we have been embedding AfL principles for several years; here is a reminder of the strategies and approaches that are currently used across our school:
Sharing Lesson Objectives and Co-Constructing Success Criteria - For Formative Assessment to be effective, it is important for the Learning Objectives to be presented to pupils. Learning Objectives focus on the skills being introduced/practised or the knowledge being learned. Success Criteria are the breaking down of Learning Objective and provide pupils with steps or ingredients to achieve success. Research suggests that co-constructing Success Criteria with pupils is more powerful than teachers simply presenting the steps to them.
Talk/Learning Partners - Talk/Learning Partners have been noted to have a strong impact on peer and self-assessment, pupil to teacher feedback, pupil progress, as well as on on pupil well-being and social skills. Best pactice is where partners are changed regularly and are randomly selected, and where they are used during the lesson to discuss progress at the beginning, and end of the lesson and also during the lesson as 'pit stops'.
Feedback (verbal and written) - Feedback is information given to pupils about their performance relative to learning outcomes and should lead to improvement in their learning. Feedback redirects a pupil's actions to achieve a goal, by aligning effort and activity with an outcome. Feedback can be about the outcome of the task or process or about the pupil's management of their learning (self-regulation). Feedback can be verbal or written, or through the use of digital technology. During recent years, we have been developing our systems for providing both verbal and written feedback to pupils. Talk/Learning Partners are also used to provide pupils with the opportunity to provide one another with feedback on their learning.
Growth Mindset - Reseach shows that pupils make better progress if they are accepting of the concept of Growth Mindset which creates independent and confident learners, resilience and perseverance. Growth Mindset builds a culture of co-operation within the class where everyone is supported, it also promotes effective teamwork and co-operation.
Below you will find a 'Road Map' which shows how the use of Formative Assessment strategies are embedded and developed as pupils move through Mountain Lane School.
AfL at Mountain Lane School
of
Zoom:
Search: