Assessment For Learning (AFL) is an interactive, self regulating and self monitoring assessment process that enhances students evaluative knowledge and learning opportunities. Learning is aimed at reducing a gap of confusion, where as assessment is the process of gathering information without a gap. Absolum (2006) says, learner engagement is vital to AFL, as it enables students to ask questions to regulate their learning such as ‘what do I need to do to improve?. Dixon, Hawe and Parr (2011) state that AFL focuses on partnerships between the learner and the teacher and highlights the need for teachers to outline specific targets, success criterias and learning intentions to head students in the right direction. This assessment process is influenced
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Formative assessment aims at enhancing, improving and strengthening student learning by working with and alongside them while also fostering motivation by providing constructive criticism. Assessment capable learners are ones who are metacognitive – actively planning, monitoring and evaluating their thinking. They are students who know relative strategies and how to apply them to succeed at a specific task. They are self regulating, self monitoring, evaluative of their work and are able to think critically and make adjustments to improve. In order for a teacher to assist in minimizing a bridge of confusion an assessment capable teacher needs to effectively and explicitly plan and promote learner engagement by modelling, co-constructing with the learners specific goals, learning intentions and success criterias. The Assessment Reform Group (2002) state that teachers need to also be able to evaluate and reflect on their own learning by modifying strategies to best suit the needs of their students which works hand in hand with them being fully aware with relevant information from the NZ curriculum. Three main components vital to AFL are feedback, peer and self assessment and goal setting, they all work hand in hand to enhance …show more content…
This wholistic approach is child centered with the main focus the child and assisting to their skills/weaknesses says Cowie and Bell (1999). Interactive formative assessment arises out of any learning activity. Whole class activities can benefit decision making as it highlights common gaps and weakness that arise throughout the class. Gathering valuable information from interactive assessment allows teachers to structure their lesson which allows flexibility to best meet their students needs. This form of assessment is focused on teachers noticing, recognising and responding.
The noticing aspect of Interactive Formative Assessment (IFA) involves teachers noticing thinking and tracking thought processes/ strategies that students use internally when working. This includes verbal, non verbal and gathering information through observing. As teachers are observing they will notice learning happening and it will happen in an instant, so it is important for teachers to pay close attention and have a strong pedagogical content knowledge so they know how to recognise, react and respond to the learning taking place states Cowie and Bell
Formative assessment aims at enhancing, improving and strengthening student learning by working with and alongside them while also fostering motivation by providing constructive criticism. Assessment capable learners are ones who are metacognitive – actively planning, monitoring and evaluating their thinking. They are students who know relative strategies and how to apply them to succeed at a specific task. They are self regulating, self monitoring, evaluative of their work and are able to think critically and make adjustments to improve. In order for a teacher to assist in minimizing a bridge of confusion an assessment capable teacher needs to effectively and explicitly plan and promote learner engagement by modelling, co-constructing with the learners specific goals, learning intentions and success criterias. The Assessment Reform Group (2002) state that teachers need to also be able to evaluate and reflect on their own learning by modifying strategies to best suit the needs of their students which works hand in hand with them being fully aware with relevant information from the NZ curriculum. Three main components vital to AFL are feedback, peer and self assessment and goal setting, they all work hand in hand to enhance …show more content…
This wholistic approach is child centered with the main focus the child and assisting to their skills/weaknesses says Cowie and Bell (1999). Interactive formative assessment arises out of any learning activity. Whole class activities can benefit decision making as it highlights common gaps and weakness that arise throughout the class. Gathering valuable information from interactive assessment allows teachers to structure their lesson which allows flexibility to best meet their students needs. This form of assessment is focused on teachers noticing, recognising and responding.
The noticing aspect of Interactive Formative Assessment (IFA) involves teachers noticing thinking and tracking thought processes/ strategies that students use internally when working. This includes verbal, non verbal and gathering information through observing. As teachers are observing they will notice learning happening and it will happen in an instant, so it is important for teachers to pay close attention and have a strong pedagogical content knowledge so they know how to recognise, react and respond to the learning taking place states Cowie and Bell