Assessment, Learning and Teaching

• To apply principled reflection to putative assessment for learning practices
• To reflect on the influence of beliefs and related assessment practices on learner identity and self-efficacy

Classroom strategies

• To identify aspects of feedback and marking practice to improve
• To support pupil development as autonomous self-regulating learners
• To reflect on the ways in which teachers aid learning through minute-by-minute and lesson-by-lesson adjustments

Affirming assessment for learning

• To develop critical awareness of different interpretations of the term ‘Assessment for Learning'
• To clarify your own and your school’s use of the term ‘Assessment for Learning’

Notes on Further Reading

• Overview
• Assessment, learning and teaching
• Classsroom strategies
• Affirming assessment for learning

Research Briefings

• Learning how to learn - in classrooms, schools and networks

Diagrams and figures

• Figure 13.1 Fixed and growth mindsets
• Figure 13.2 Scotland's 'Assessment is for Learning'
• Figure 13.3 The PEER assessment model to support mastery learning