Balancing Wellbeing with ‘Catch-Up’
As more children and young people return to their classrooms, the final weeks of term will be memorable for reasons we couldn’t have imagined back in September.
The priority for Headteachers is the mental health and wellbeing of their staff, pupils and families but the message from government is clear, “catch-up… to directly tackle the impact of lost teaching time.”
What is Assessment for Learning?
Back in 2002, the Assessment Reform Group defined Assessment for Learning (AfL) as, “the 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.”
Their 10 research-based principles are worth revisiting to focus teaching, wherever and however it will happen.
10 Research-Based Principles of Assessment for Learning
- AfL should be part of effective planning of teaching and learning
- AfL should focus on how students learn
- AfL should be recognised as central to classroom practice
- AfL should be regarded as a key professional skill for teachers
- AfL should be sensitive and constructive because any assessment has an emotional impact
- Assessment should take account of the importance of learner motivation
- AfL should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed
- Learners should receive constructive guidance about how to improve
- AfL develops learners’ capacity for self-assessment so that they can become reflective and self-managing
- AfL should recognise the full range of achievements of all learners
Resources to Support Teachers
To support you in deciding where your learners are in their learning, Juniper Education have developed Resources to Support the Identification of Gaps in Reading, Writing and Maths for Years 1-6.