Aifltoolkitforschools

Assessment is for Learning
Self-Assessment Toolkit
First published 2006
© Learning and Teaching Scotland 2006
This publication may be reproduced in whole or in part for educational purposes by educational establishments in Scotland
provided that no profit accrues at any stage.
ISBN-13: 978-184399-117-5
ISBN-10: 1-84399-117-9
Contents
Introduction 1
The AifL Programme 2
What is an AifL School? 3

The AifL Triangle 3
Aifl and Quality Indicators 4
Assessment FOR Learning 5
Assessment AS Learning 18
Assessment OF Learning 28
Further Information 38
i
ii
Introduction
What is an AifL School?
Adapting principles to one’s own context
The ideas in this toolkit represent a set of principles. They are widely endorsed in consultation with
teachers and have been implemented in many schools involved in the Assessment is for Learning
(AifL) programme.
However, the principles are only effective when schools consider how they can be adapted and given
meaningful use in their day-to-day work in classrooms.
An AifL school is a place where everyone is learning. It is a place where assessment is part of learning
and teaching without dominating them. In an AifL school:
• staff are skilled in using assessment to support learning and in planning next steps in
consultation with pupils and their parents
• pupils and staff are fully involved in planning, reflecting on and evaluating their own learning
• there are sound procedures in place for quality assuring assessment judgements, and for
using them as evidence to plan for improvement.
In an AifL school, therefore, learning and teaching need to be really well planned. By using formative
assessment, reflective self-assessment and summative assessment – that is assessment FOR
learning, assessment AS learning and assessment OF learning – as part of learning and teaching,
schools can help pupils to achieve course aims and to develop their learning and thinking skills.
It is also very important for schools to make sure that, within the broad structure of the curriculum, the
teaching and learning activities and assessment are entirely appropriate for the school’s and pupils’ needs.
Only staff involved in the day-to-day work and culture of a school are able to make the decisions to
ensure that learners and learning are the clear focus of their work.
1
The AifL Programme
Substantial progress within the AifL programme has been made through using action research
principles at school level. Schools and staff have been developing their own approaches to formative
assessment, personal learning planning and local moderation.
Adapting principles to one’s own context
Assessment FOR Learning (Formative Assessment)
Assessment FOR Learning links everyday assessment practices with learning and teaching. It is the
process of interaction that occurs between staff, the pupil and the parent as they all promote learning by:
• discussing what is to be learned
• recognising when learning has taken place
• providing useful and timely feedback that supports next steps in learning.
Assessment AS Learning (Personal Learning Planning)
Assessment AS Learning links the curriculum with learning and teaching. The benefits of personal
learning planning come from its basis in formative assessment and involve:
• gathering and interpreting evidence to review current learning – its strengths and weaknesses
• planning learning accordingly, knowing what is to be learned and what evidence will show
success
• evaluating and deciding what should be done next
• noting progress and next steps.
These processes – involving learners, staff, those at home and in the community – are essentially
about learning how to learn.
Assessment OF Learning (Local Moderation)
Assessment OF Learning links everyday assessment and the curriculum. This process goes beyond
traditional summative assessment, which provides a ‘snapshot’ of progress at any particular time.
Local moderation gives us the opportunity to talk about pupils’ learning and to agree about their
progress and levels of attainment. By sharing standards within and across establishments, we
can increase our confidence to exercise our professional judgement on levels of attainment. Thus
evidence from everyday activities can be used to report on progress.
2
The AifL Triangle
A Place Where Everyone is Learning Together
Our pupils and staff
help to set their own
Our pupils and learning goals
staff identify and Our pupils and staff
reflect on their own practise self and
evidence of learning peer assessment
Curriculum Learning and Teaching

ASSESSMENT AS LEARNING
AS
Staff use a range of evidence from
ING
Our pupils, staff and parents are clear
SE
day-to-day activities to check on
N
about what is to be learned and what
pupils’ progress
SS
AR
success would be like
M
LE
EN
OR
TO
F
NTF
LE
ME
AR
Staff talk and work together to share Our pupils and staff are given
N
SS
standards in and across schools timely feedback about the quality of their
E
work and how to make it better
ING
ASS
Staff use assessment information
to monitor their establishment’s Our pupils and staff are fully involved
provision and progress, and to plan in deciding next steps in their learning
for improvement Assessment and identifying who can help
Our classroom assessment involves high

quality interactions, based on thoughtful
questions, careful listening and reflective
responses
3
A Place Where Everyone is Learning Together
AifL and Quality Indicators
Our approaches to assessment can be evaluated by using relevant quality indicators from How good
is our school? (HGiOS), which has been used in schools for a long time. We can carry out an audit of
good practice within the three strands of the Assessment is for Learning programme using
these indicators.
This document is intended to help you to make the links with HGiOS and it is hoped that you find the
ideas in this guidance pack useful. It takes the 10 key statements of the AifL triangle and converts
them into 10 key questions for staff to consider.
The document has been divided into four sections. The first three sections are:
• Assessment FOR Learning
• Assessment AS Learning
• Assessment OF Learning
Within each of these sections:

• the appropriate key questions are listed and considered individually
• these questions are then linked to quality indicators and themes
• there are examples of interesting practice in the classroom using extracts from the AifL case
study database found on the AifL website at www.LTScotland.org.uk/assess
• each key question has accompanying audit sheets to allow staff in schools to identify areas of
strength and areas for development.
The fourth section of the document includes the bibliography, indicates materials for possible CPD
use, itemises selected journal articles and papers, and lists useful websites.
4
Assessment FOR Learning
Key questions
To what extent does our classroom assessment involve high quality interactions, based on thoughtful
questions, careful listening and reflective responses?
To what extent are our pupils, staff and parents clear about what is to be learned and what success
would be like?
To what extent are our pupils and staff given timely feedback about the quality of their work and how
to make it better?
To what extent are our pupils and staff fully involved in deciding next steps in their learning and
identifying who can help?
5
To what extent does our classroom assessment involve high quality interactions,
based on thoughtful questions, careful listening and reflective responses?
Quality Indicator Theme

3.2 The teaching process teacher-pupil interaction
clarity and purposefulness of questioning
Things to think about
• Our questioning is skilled and pupils’ responses are listened to and used effectively.
• Our questions identify what pupils understand, partly understand and do not understand.
• Our questioning is used to encourage thinking, for example by using wait time and producing dialogue.
Questions to ask
• To what extent do we use questions to stimulate thinking and learning?

• To what extent do we use pupils’ responses effectively:
– to identify what pupils understand?
– to plan for future learning and teaching?
6
Voices
Primary case study: Langcraigs Primary School, Renfrewshire

Science, P4, P6
Questioning: higher order questions were used to stimulate discussion. The … open questions
allowed initial thoughts to be expressed. The children’s confident and open explanations of their own
ideas soon became the main factor with discussions.
Both teachers feel that they are now confident to lead lessons [by using] key questions and [through]
using children’s responses to develop teaching points. If the children are stimulated by questions
… the learning is far more meaningful. Paired discussion gives them confidence, [shown] by the
improved quality, complexity and range of both written and oral responses. The pupils are more
active in their own learning. The less able contribute willingly. During [periods of] discussion children
are completely absorbed and on task. Children were motivated to learn, [which] was particularly
noticeable in Primary 6.
Other relevant primary case studies available on the website:

Pitcoudie Primary School, Fife, Cross-curricular, P7
Longniddry Primary School, East Lothian, Mathematics, P7
Secondary case study: Bannockburn High School, Stirling

Mathematics, S2
Both wait time and questioning techniques were used to encourage pupils to think. Planning for
this took time and required a great deal of forethought: how could I incorporate open questioning
techniques in this lesson? Using open-ended questions in [every] lesson is not always possible,
appropriate or necessary. My advice is to target the lessons where open-question techniques are
going to be used. Ask yourself: what and how do I want the pupils to learn?
I have [found that] questioning gives class members the opportunity to support the learning process
by providing help to their peers with answers given in their own words. Pupils’ wrong answers were
becoming more interesting … because they provided a strong source of immediate feedback. It was
therefore important to listen carefully to pupils’ responses, since it was giving me feedback about
where they were in their learning. It also had the potential to lead the class somewhere constructive.
I am more convinced now that formative assessment makes absolute sense and that continual
short, regular summative assessments have a negative effect on pupil learning and performance. I
believe that formative assessment promotes confidence and understanding and gives the teacher the
opportunity to know a pupil’s learning needs.
Other relevant secondary case studies available on the website:

Galashiels Academy, Scottish Borders, History S1, S2
Prestwick Academy, South Ayrshire, English, Science, S1/S2, S3/S4
7
8
To what extent does our classroom assessment involve high quality interactions, based on thoughtful questions, careful
listening and reflective responses?
Quality Indicator Theme Class
3.2 The teaching process teacher-pupil interaction Teacher
Stage
clarity and purposefulness of questioning
Curricular area
Questions to be asked Evidence of good practice Areas to be developed
To what extent do we use questions to

stimulate thinking and learning?
To what extent do we use pupils’ responses

effectively:
to identify what pupils understand?
to plan for future learning and teaching?

To what extent are our pupils, staff and parents clear about what is to be
learned and what success would be like?

3.1 Teachers’ planning planning of programmes and day-to-day
activities
5.4 Partnership with parents, the School encouragement to parents to be involved in

Board and the community their child’s learning and the life of the school
• We indicate clearly what pupils are expected to learn and how they will know if they are successful,
for example:
– we specify learning intentions and success criteria as part of our plan
– we plan a process of helping pupils to identify success criteria through modelling and discussion.
• We plan activities in a way which makes effective use of dialogue about learning, for example
opportunities are included to share and describe successful examples of work.
Questions to ask
• To what extent do our teaching plans indicate what pupils are expected to learn and how they
will know if they are successful?
• To what extent do we share learning intentions and success criteria using clear language and
display them in a way that helps pupils to stay focused on their learning as they work?
• To what extent do we encourage parents to support their child’s learning by sharing learning
intentions and success criteria with them?
9
Voices
Primary case study: Annette Street Primary School, Glasgow City

Mathematics, P1
Staff have seen the positive effect that sharing of targets has had on the Primary 1 pupils. The weekly
targets are written on a large whiteboard and are referred to by the teacher at the beginning of each
lesson and at the end of the week.
The two topics covered within the period of the project were 3D shapes and the numbers from 1 to
10. When working on 3D shapes, it was very simple to set class targets, as all of the children were
working at the same pace and level. However, when it came to working with numbers this had to be
tackled slightly differently. When it came to setting targets for each group, they were all given their
own group targets, but the overall learning outcome remained the same for all groups.
We have also agreed that the teachers will meet parents to share … targets with them … at the
beginning of the session. The school board has agreed to assist us in encouraging parents to attend
these meetings.

Carmuirs Primary School, Falkirk, Cross-curricular, P1
Crombie Primary School, Aberdeenshire, Writing, P7
Secondary case study: John Ogilvie High School, South Lanarkshire

History, S1
The criteria … used involved assigning marks for [six areas of a pupil’s report]. Our first task therefore
was to clarify exactly what we were already doing in … this initiative and to devise a … method of
assessing performance without using marks.
We each agreed to review [two] 5–14 strands … devising suitable stems … for … peer/group
assessment of extended pupil reports. We … put our statements to the S1 classes with a view to
clarifying and simplifying if necessary. We also felt that this would allow classes to become familiar …
with the criteria on which presentations, and therefore extended writing, would be judged.
Two S6 pupils helped the [pupils] with review and, if necessary, simplification; [they] were also asked
to reinforce the main criteria for judging extended presentations. By the end of the period, many of
the S1 suggestions to simplify the statements had been adopted, and all of the class could state the
five main criteria of extended writing/presentations on which subsequent work would be judged.

Kilmarnock Academy, East Ayrshire, English, S3
Liberton High School, Edinburgh City, Sharing Criteria, English Language, Writing, S1
10
To what extent are our pupils, staff and parents clear about what is to be learned and what success would be like?
3.1 Teachers’ planning planning of programmes and day-to-day activities Teacher
Stage
5.4 Partnership with parents, the School encouragement to parents to be involved in Curricular area
Board and the community their child’s learning and the life of the school
To what extent do our teaching plans indicate

what pupils are expected to learn and how
they will know if they are successful?
To what extent do we share the learning

intentions and success criteria using clear
language and display them in a way that
helps pupils to stay focused on their learning
as they work?
To what extent do we encourage parents

to support their child’s learning by sharing
learning intentions and success criteria with
them?
11
To what extent are our pupils and staff given timely feedback about the quality
of their work and how to make it better?

3.3 Pupils’ learning experiences personal responsibilities for learning,
independent thinking and active involvement
in learning
3.4 Meeting pupils’ needs identification of learning needs
3.5 Assessment as part of teaching judgements made in the course of teaching

use of assessment information
• We ensure that any feedback we provide is positive and encouraging but that it always points towards a
specific action for improvement.
• Pupils take responsibility for, and are active in, their own learning. Pupils recognise they are responsible
for acting on feedback given. We have strategies in place to give clear feedback to help pupils
understand what they need to do to improve.
• The pace of learning enables pupils to make good progress. Every pupil can make progress from where
they are, based on assessment and feedback of their last piece of work/activity.
Questions to ask
• To what extent do we know about our pupils’ progress, including their successes
and difficulties?
• To what extent does our feedback give pupils a very clear sense of what they need to do to improve?
• To what extent do we identify our pupils’ learning needs in a systematic way?
• To what extent do we give pupils information about their progress in a way which values
individual achievement and identifies next steps in learning?
12
Voices
Primary case study: Sunnyside Primary School, Clackmannanshire

English Language, Writing, P2
After three to four weeks, the oral feedback was proving so successful [with one half of the class] that
I decided it would be fairer if I worked with one half for two weeks, and then swapped over. I had time
to conference with one half of the class and advise them, in very simple terms, about how to make
improvements in their writing the following week. In the second session they were reminded of their
writing targets for the lesson. After the writing was complete it was a simple task to speak with the
same pupils to see if they had met their targets. Obviously they were expected to continue to meet
these simple targets for the next two weeks until it was their turn to receive feedback again. We would
then build on their knowledge and try to take another step towards improvement in their own story
writing. Children became enthusiastic about this and it proved a great success – evidence being
provided by improvements in children’s writing.

Lawthorn Primary School, North Ayrshire, French, P6
Hamnavoe Primary School, Shetland Islands, Mathematics, P4/5, P6/7
St Catherine’s Primary School, Glasgow, Cross-curricular, P1
Secondary case study: Inverkeithing High School, Fife

Chemistry, S3
Pupils peer assessed homework [using the issued marking scheme]. This gave a good opportunity to
deal with misconceptions. Pupils had support to do this and [they] provided feedback to their peers
for comment. The opportunity to give teacher feedback was also taken, as shown below:
Pupil comment (homework): Questions 1 and 2 were good but the rest I didn’t quite understand.
Teacher comment: Go back to the learning outcomes. You should [use] prior learning and outcomes
1–6. Use the textbook to [revise] anything missing. Write down what you’ve done here.
Pupil comment: I got full marks in the quick quiz.
The responses from the pupil questionnaire showed that … the most popular kinds of feedback
were teacher correction and comments and oral feedback. The following recommendations [are
envisaged]: develop more material which provides a feedback loop for improvement and schedule
more detailed oral feedback [time] to pupils.

Dumfries High School, Dumfries and Galloway, English, S1
Webster’s High School, Angus, Mathematics, S1, S4
Auchinleck Academy, East Ayrshire, Computing, S3
Tain Royal Academy, Highland, Chemistry, S3
13
14
To what extent are our pupils and staff given timely feedback about the quality of their work and how to make it better?
3.3 Pupils’ learning experiences personal responsibilities for learning, Teacher

independent thinking and active involvement in Stage
learning
3.4 Meeting pupils’ needs identification of learning needs Curricular area

use of assessment information
To what extent do we know about our pupils’

progress, including their successes
and difficulties?
To what extent does our feedback give pupils

a very clear sense of what they need to do
to improve?
To what extent do we identify our pupils’

learning needs in a systematic way?
To what extent do we give pupils information

about their progress in a way which values
individual achievement and identifies next
steps in learning?
To what extent are our pupils and staff fully involved in deciding next steps in
their learning and identifying who can help?

3.3 Pupils’ learning experiences personal responsibilities for learning,
independent thinking and active involvement
in learning
3.4 Meeting pupils’ needs choice of tasks, activities and resources
3.5 Assessment as part of teaching use of assessment information
• Our pupils have opportunities to develop the skills and dispositions they need to become more effective
in evaluating and directing their own learning.
• Our pupils participate in a dialogue about their learning, for example they are involved in self and
peer assessment, identifying strengths and identifying next steps in their learning and discussing their
progress across the curriculum.
Questions to ask
• To what extent do our pupils have opportunities to develop the skills they need to become more
effective in evaluating and directing their own learning?
• To what extent do our staff support pupils in setting their own learning goals?
• To what extent do our pupils have opportunities to participate in a dialogue about their learning
that allows them to identify their next steps?
15
Voices
Primary case study: St Lucy’s Primary School, North Lanarkshire

Problem Solving, P2, P6
A workshop for parents showed that they were enthusiastic and interested; one parent said that her
son had the comment ‘handwriting’ consistently in his jotter from P1 through to P6. But it was only
after his P6 teacher suggested that he lean more heavily with his pencil that they were delighted
with the improvements made. I helped children to work as a trio and assess each other, and this
meant that they had to be given some ground rules. However, I had to help them to realise that
discussion was good and important if they had to work together. To help pupils to become involved in
discussions, I created a climate of mutual trust.

Richmond Park School, Glasgow City, Environmental Studies, Special Primary
Hazlehead Primary School, Aberdeen, Physical Education, P3
Secondary case study: Back School, Western Isles

English, S1/S2. Mathematics and Geography S1/S2 were
also involved.
Like many who first encounter formative assessment, my reaction was that I was already applying
these techniques. However, I now realise that it is not about individual teaching methods but about
how a wide range of techniques interlink to create better classroom teaching and better classroom
learning. I have used traffic lighting in lessons to raise pupil awareness of their own strengths and
weaknesses and to measure progress.
Pupil’s comment: It’s better to put the red rather than green … you … get the help that you need.
Pupils work in groups of the same colour, discuss each other’s work and share ideas. Sometimes it
is beneficial to ‘mix colours’, while one-to-one feedback has the effect of helping pupils to overcome
difficulties. Self-marking had the benefit of acting as a forum for reinforcement as well as giving a
framework on how to present answers.

Forres Academy, Moray, Mathematics, S1, S5
Kelso High School, Scottish Borders, French, S2
16
To what extent are our pupils and staff fully involved in deciding next steps in their learning and identifying who can help?
3.3 Pupils’ learning experiences personal responsibilities for learning, Teacher

independent thinking and active involvement in Stage
learning
3.4 Meeting pupils’ needs choice of tasks, activities and resources Curricular area
To what extent do our pupils have

opportunities to develop the skills they need
to become more effective in evaluating and
directing their own learning?
To what extent does our staff support pupils

in setting their own learning goals?
To what extent do our pupils have

opportunities to participate in a dialogue
about their learning that allows them to
identify their next steps?
17
Assessment AS Learning
Key questions
To what extent do our pupils and staff practise self and peer assessment?
To what extent do our pupils and staff help to set their own learning goals?
To what extent do our pupils and staff identify and reflect on their own evidence of learning?
18

4.3 Curricular and vocational guidance preparation for choice in education, training or
employment
4.4 Monitoring progress and achievement the monitoring process
7.2 Self-evaluation process of self-evaluation
• We engage in dialogue with pupils about their progress and in identifying next steps for learning.
• We incorporate strategies in day-to-day activities to promote self and peer assessment, for example
through the use of learning logs, diaries, concept maps, traffic lighting, response partners, ‘two stars
and a wish’, rubrics.
Questions to ask
• To what extent do day-to-day activities incorporate strategies to promote self and

peer assessment?
• To what extent do we use self and peer assessment to provide feedback to
inform improvement?
• To what extent do we negotiate realistic learning targets with pupils?
• To what extent do our pupils self-assess their abilities and interests as preparation for choice at
key stages?
• To what extent does staff self-evaluation generate reliable evidence which can be used to
identify priority areas for action?
19
Voices
Primary case study: Dounby Community School, Orkney

Drama and Art, P6
We planned to use a video camera to help pupils assess their own individual work and also group
work through peer and self assessment discussions. The pupils were extremely enthusiastic from the
outset. We felt that giving the opportunity to discuss their work was always going to be a motivating
factor, but it was also something that they had to learn and practise. As a result of both our own
and the children’s interpretation of the video evidence, the children became more effective workers.
Some were perceptively self-critical and showed an ability to learn from each other while some of the
video clips showed how effectively the pupils could assess their own learning. Indeed a group which
achieved little in one session were invited to discuss what had gone wrong by viewing video footage.
They undertook the task in a very mature way and came to conclusions which helped in their future
work sessions. We have come to the conclusion that the use of video evidence is a valuable tool in
self and peer assessment and in reflective practice.

St Catherine’s Primary School, Glasgow, Mathematics, P1
Alford Primary School, Aberdeenshire, Information and Communications Technology, P1–P6
Secondary case study: Bannockburn High School, Stirling

English, S3
A colleague picked up on a comment in one pupil’s jotter where I had written: ‘This is not really a
short story.’ He felt it was negative and did not really help the pupil find out what he needed to do to
improve the piece.
A discussion ensued … it was unrealistic to write lengthy comments for 27 pieces of work, nor was
it possible, because of time constraints, to sit down with each pupil in turn and discuss their stories.
A possible solution … was to give the pupils the skills they needed to assess each other’s work; …
they could make corrections and comments, and discuss their work with each other. Pupils, … when
assessing a partner’s work, have the required skills and the content of the task reinforced in their own
minds; … the pupils would receive meaningful comments and would have the time to discuss how to
improve their work.
When the pupils wrote an essay about [a] poem, the peer-assessment exercise worked really well.
The pupils took it very seriously. Their comments were perceptive, positive and very useful. It has
been one of the most liberating experiences of my teaching career to realise that the mechanical
process of grading work can be counterproductive and that directed peer assessment is a much
more helpful approach.

Greenock Academy, Inverclyde, English, S3–S5
St Michael’s Academy, North Ayrshire, Art and Design, Technology, S1
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3.5 Assessment as part of teaching use of assessment information Teacher
Stage
4.3 Curricular and vocational guidance preparation for choice in education, training or
employment
Curricular area
To what extent do day-to-day activities

incorporate strategies to promote self and
peer assessment?
To what extent do we use self and peer

assessment to provide feedback to inform
improvement?
To what extent do we negotiate realistic

learning targets with pupils?
To what extent do our pupils self-assess

their abilities and interests as preparation for
choice at key stages?
To what extent does staff self-evaluation

generate reliable evidence which can be
used to identify priority areas for action?
21

3.4 Meeting pupils’ needs choice of tasks, activities and resources
• We provide opportunities to help pupils develop the habit of thinking about their own learning.
• Our pupils contribute to identifying next steps and learning goals through dialogue based on feedback
and evidence of learning.
• We encourage pupils to plan and record next steps in learning through the personal learning planning
process, for example future goals are agreed with pupils and recorded in appropriate ways, for example
in diaries, learning logs, comment record, progress file, etc.
Questions to ask
• To what extent do we provide opportunities for our pupils to reflect on their own learning?
• To what extent do we help pupils to think about and identify their learning needs?
• To what extent do we help our pupils to set next steps or learning goals through a dialogue
based on feedback and evidence of learning?
22
Voices
Primary case study: Dunbar Primary School, East Lothian

All curricular areas, P4–P7
The initial attempt at setting targets was done as part of a PSD lesson where the class set targets.
After much discussion by the whole class, then in groups or pairs, success criteria were set for that
lesson. Later each pupil was asked to set another two personal targets in different curricular areas of
their choice, with one target being home-based. All of these targets were taken home for parents to
discuss and make suggestions. Once the targets were returned, the children had individual interviews
where the final agreed targets were set and strategies for achieving them established. Four targets
were set per term and pupils used an evaluation sheet to gauge their level of success in achieving
their targets. Some pupils used their individualised educational programme (IEP) to set their targets
while others put their targets into their IEP. At the end of the project pupils appreciated that they were
being given the opportunity to participate in making decisions about some aspects of their education.

West Barns Primary School, East Lothian, Cross-curricular, P5–P7
Pinwherry Primary School, South Ayrshire, Language, Mathematics, Health, PSD, P5–P7
Secondary case study: St Kentigern’s Academy, West Lothian

Science, Geography, S1
[The secondary and two associated primaries] … decided to model the personal learning planning
process … on two cross-cutting skills, information handling, line graphs, and functional writing. It was
agreed that the Geography department would focus on functional writing, instructions for direction,
and the Science department would concentrate on graphical display and interpretation of information.
Other departments … were kept informed of developments as their work could reinforce practice
within the relevant key skills areas.
Planned learning outcomes were … then shared with the pupils. Pupils recorded their ‘starting points’
in purpose-designed booklets. This provided another opportunity for emphasising the cross-curricular
nature of learning targets and the gathering of evidence. Where possible, one-to-one interviews were
used, … helping pupils focus on their next steps.
Pupils were also provided with the opportunity for peer assessment in each of the subject areas.
Subject-specific reports were written about each pupil. In a series of one-to-one meetings with their
guidance teacher, the pupils participating in the trial assessed their progress and negotiated learning
targets in all subject areas. Targets were based on their own and their teachers’ assessments of their
strengths and development needs.

Hazlehead Academy, Aberdeen City, Mathematics and Language, S1, S2
Alford Academy, Aberdeenshire, ICT, S1, S2
23
24
3.4 Meeting pupils’ needs choice of tasks, activities and resources Teacher
Stage
Curricular area
To what extent do we provide opportunities

for our pupils to reflect on their own
learning?
To what extent do we help pupils to think

about and identify their learning needs?
To what extent do we help our pupils to

set next steps or learning goals through a
dialogue based on feedback and evidence of
learning?
To what extent do our pupils and staff identify and reflect on their own evidence
of learning?

4.4 Monitoring progress and achievement profiles of pupils’ progress and development
• Both staff and pupils are involved in dialogue about their progress and their views on learning.
• Both staff and pupils gather evidence of learning to support effective self and peer assessment.
• Next steps for pupils’ and our school’s improvement are based on the effective collection and
consideration of evidence.
Questions to ask
• To what extent are our staff and pupils involved in dialogue about their progress and their views
on learning?
• To what extent do we record progress and next steps in learning?
• To what extent do we use evidence collected to evaluate the effectiveness of learning and
teaching and inform future provision?
• To what extent do we use outcomes from our staff self-evaluation to improve the quality of
pupils’ experiences and standards of attainment?
25
Voices
Primary case study: Dreghorn Primary School, North Ayrshire

French, P7
We linked up with the local secondary school and they were able to provide support that proved
invaluable in constructing a framework for planning. The children had to show evidence of learning,
by saying numbers in French, count in sequence and read numbers. ‘Show me’ whiteboards were
used and children kept diaries, which they used to write down what they were going to learn, what
was achieved and work that needed to be revised/practised.

Sunnyside Primary School, Clackmannanshire, Mathematics, P3
Secondary case study: Balwearie High School, Fife

Environmental Studies, S1–S6
Using materials from the Assessment is for Learning programme, the teaching staff undertook a
baseline audit. We completed the audit relatively quickly … since staff were [already] using similar
How good is our school? materials in departmental development planning. From this, areas of
strength were identified and areas for improvement were highlighted. Two particular areas for
improvement … worthy of particular attention … were:
• whether teachers interact with pupils at the appropriate level
• whether pupils are actively involved in learning.
It was clear that across our department the pupil experience was very different depending on the
teaching staff involved and the ability of the young person. Many of the pupils … were happy to be
passive learners and were uncomfortable with and not used to staff taking a less active role.
[Staff] discussions proved to be an important feature of the project: through shared discussion, the
staff became really involved in thinking about the notion of ‘assessment is for learning’.

John Ogilvie High School, South Lanarkshire, Geography, S3, S4
Stronsay Junior High School, Orkney, English, S3
Dumfries High School, Dumfries and Galloway, Science, S1
26
To what extent do our pupils and staff identify and reflect on their own evidence of learning?
Stage
Curricular area
To what extent are our staff and pupils

involved in dialogue about their progress and
their views on learning?
To what extent do we record progress and

next steps in learning?
To what extent do we use evidence collected

to evaluate the effectiveness of learning and
teaching and inform future provision?
To what extent do we use outcomes from our

staff self-evaluation to improve the quality
of pupils’ experiences and standards of
attainment?
27
Assessment OF Learning
Key questions
To what extent do we use a range of evidence from day-to-day activities to check on pupils’ progress?
To what extent do we talk and work together to share standards in and across schools?
To what extent do we use assessment information to monitor our establishment’s provision and
progress, and to plan for improvement?
28
To what extent do we use a range of evidence from day-to-day activities to
check on pupils’ progress?

3.5 Assessment as part of teaching assessment methods and arrangements
for recording
• We use assessment information from a range of day-to-day activities to evaluate teaching and monitor
pupils’ progress through, for example, observations, dialogue, digital imaging and audio recording.
• Performance in terms of pupils’ attainment is based around our professional judgement. National
Assessments are used to support our judgements, which are gained through dialogue, observation and
local moderation of standards.
Questions to ask
• To what extent do we use a range of assessment approaches, both formal and informal, to
monitor pupils’ progress and attainment?
• To what extent does our recording of evidence give a comprehensive and useful profile of
pupils’ aptitudes, progress and attainment?
• To what extent do we use National Assessments to confirm professional judgements?
29
Voices
Primary case study: St Anthony’s Primary School, Renfrewshire

Language and Communication, P2, P6
As part of the primary school there is a unit for primary-aged pupils with communication disorders.
Pupil X, Primary 7, was observed in a number of group settings and observations were noted
informally. Pupil X’s mother came in to discuss the child’s personal profile, which she was able to take
home and complete as far as she could. The class teacher and therapists subsequently completed
their relevant section. Pupil X also completed a self-assessment sheet where the pupil was able to
give a very accurate picture of their skill levels and difficulties. As a result, it was decided to use self-
assessment as a learning strategy with this child. Pupil Y, Primary 2, and the parents went through the
same procedures. Consequently the pupil’s play skills were targeted for inclusion within their IEP and
a peer mediator, a Primary 5 pupil, was used as a ‘trainer’ in a series of play situations. Our next steps
are to revise our profiles, involve parents more in the profile completion, to better schedule activities
and resources to support staff in gathering information and to have more regular formal meetings
between parents and staff.

Lochgelly West Primary School, Fife, Cross-curricular, Nursery and Primary
Morebattle Primary School, Scottish Borders, French, P6, P7
Secondary case study: Aberdeen Grammar School, Aberdeen City

Science, S1/S2
One strategy we found which improved the collecting of evidence in an open-ended investigation was
the use of sticky notelets. These were used to gauge pupil participation in the discussion phase of the
investigation and retained as part of the individual pupil record. Also used was a mini tape recorder
to record pupil discussions during the planning stage. A digital stills and a digital video camera [were
used in] the collection of evidence as the investigation proceeded. Valuable photographic evidence of
changes that pupils made to their original models showed how pupils were able to identify variables
as they proceeded through the investigation. Finally, the pupils wrote a report of what they had done,
generating evidence of reporting, measuring, recording and evaluation skills. [Other] evidence was
gathered through conversations with pupils.
Pupil comments: I think we should do more experiments like this. There wasn’t as much writing. Doing
this has made me think more about science.

Perth High School, Perth and Kinross, English, S4, S5
Hawick High School, Scottish Borders, Cross-curricular, S1, S2
30
To what extent do we use a range of evidence from day-to-day activities to check on pupils’ progress?
3.5 Assessment as part of teaching assessment methods and arrangements for recording Teacher
Stage
4.4 Monitoring progress and achievement profiles of pupils progress and development
Curricular area
To what extent do we use a range of

assessment approaches, both formal and
informal, to monitor pupils’ progress
and attainment?
To what extent does our recording of

evidence give a comprehensive and useful
profile of pupils’ aptitudes, progress
and attainment?
To what extent do we use National

Assessments to confirm professional
judgements?
31
To what extent do we talk and work together to share standards in and
across schools?

4.4 Monitoring progress and achievement arrangements for using acquired information
• We are fully involved in reflective self-evaluation through staff development activities that promote shared
understanding of standards, for example:
– staff meetings are used effectively to focus on improving learning
– associated schools groups (ASGs) work together to share standards
– assessment practices are reviewed and evaluated in terms of their impact on both learning
and teaching
Questions to ask
• To what extent do we have arrangements in place to moderate our judgements?

• To what extent do we have arrangements in place for communicating attainment evidence
between staff?
• To what extent do we have arrangements in place to discuss judgements made about evidence
of attainment?
32
Voices
Primary case study: Arran High School cluster, North Ayrshire

Expressive Arts, P6, P7 (also S2 case study below)
It became evident … , through the work being done (see secondary case study below), that the core
skill analytic drawing might also be presented as a folio of work. By giving grade-related criteria and
examples for pupils in P6 and P7 at different levels, this would provide definitive criteria to apply to
individual pupil pieces. I was lucky enough to be able to include work at levels B through to E in
relation to P6 work and also P7 work (as well as for S1 and S2). At each level strand 1, investigating
visually and recording, focused on how well the still life had been observed; strand 2, using media,
concerned itself with how well the pupil had demonstrated the use of a 2B pencil through rendering;
and strand 3, using visual elements, concentrated on how well the pupil handled line and tone or shading.

Cornhill Primary School, Aberdeen City, Science, P2
Dens Road Primary School, Dundee City, Writing, P6, P7
Secondary case study: Arran High School, North Ayrshire

Expressive Arts, S1, S2
Examples of pupils’ work were collated and assessed in three strands of the 5–14 guidelines: using
media, using visual elements and creating and designing. Examples of work from levels C, D and E
from each project in S1 and S2 were used. At departmental meetings pupil work was moderated and
set into three categories: working towards the common standard, working at the common standard
and working beyond the common standard. The close work and collaboration of my colleague was
invaluable. We both learned a lot about what we think of as ‘good practice’ and working both together
and independently, we came up with sometimes similar but sometimes different solutions that were
both equally valid. The pupil assessment form I found especially useful and intend to use this aspect
of feedback more formally. The pupils were asked to reflect on and evaluate their completed work,
commenting on areas of strength and possible areas for improvement.

Sanquhar Academy, Dumfries and Galloway, Technical, S1, S2
The Gordon Schools, Aberdeenshire, French, P6, S2
John Ogilvie High School, South Lanarkshire, History, S1
33
34
To what extent do we talk and work together to share standards in and across schools?
3.5 Assessment as part of teaching judgements made in the course of teaching Teacher
Stage
4.4 Monitoring progress and achievement arrangements for using acquired information
Curricular area
To what extent do we have arrangements in

place to moderate our judgements?

place for communicating attainment evidence
between staff?

place to discuss judgements made about
evidence of attainment?
To what extent do we use assessment information to monitor our establishment’s
provision and progress, and to plan for improvement?

7.2 Self-evaluation reporting on standards and quality
• We track progress using both formative and summative approaches.

• We use assessment information from other sources to plan for improvement, for example the Scottish
Survey of Achievement (SSA) information, international studies, HMIE school inspection reports.
• We seek pupils’ views on how assessment helps learning and use information gathered to improve
teaching and learning.
Questions to ask
• To what extent do we make use of assessment information to evaluate the effectiveness of

learning and teaching and to plan for improvement?
• To what extent do we communicate information about pupils’ achievements to staff and parents?
• To what extent do we use self-evaluation, which identifies strengths and areas for improvement,
to provide accurate evidence of our performance?
35
Voices
Primary case study: Hazlehead Primary, Aberdeen

Physical Education, P3
The working group met to develop observation checklists and activity assessment records. The
former were used to link together our forward plans, which already contained appropriate 5–14
attainment targets. They were designed for staff use in team teaching sessions and were designed to
provide a structure and focus for ongoing formative assessment by providing the criteria for success,
for example for use in any PE lesson but especially for use by a non-specialist. These checklists were
also used as an ongoing record to allow for pupil tracking. The information collected was directly
incorporated into the school’s current planning, assessment and record-keeping procedures. The
activity assessment records were designed to allow children to participate in peer assessment. The
use of a digital video camera proved a huge success, providing evidence on how to improve through
discussion. It also proved very successful in other curricular areas such as listening, talk, art and
design and writing.
Another relevant primary case study available on the website:

St Ninian’s Primary School, Stirling, Writing, P1–P7
Secondary case study: Sanquhar Academy, Dumfries and Galloway

Cross-curricular, S1, S2
The school senior management team had already undertaken an audit of learning and teaching
across the whole school. This showed that some departments were well on the way to operating an
assessment system in line with … policy while others were in need of support. These departments
were provided with illustrations of ‘good practice’. Included in the support measures were activities to
help in planning of courses and lessons. It was also felt important that staff had opportunities to share
their own good practice, as well as time to review their planning to ensure continuous improvement.
Possible pupil support for learning would include the provision of a suitably differentiated curriculum,
varied physical resources, targeting of learning support staff through departments, making use of
their expertise as cross-curriculum specialists, improved provision for more able pupils and the
implications of IEPs for teaching each subject.
Another relevant secondary case study available on the website:

St Columba’s High School, Inverclyde, Cross-curricular Literacy, S1, S2
36
To what extent do we use assessment information to monitor our establishment’s provision and progress, and to plan
for improvement?
Stage
7.2 Self-evaluation reporting on standards and quality Curricular area
To what extent do we make use of

assessment information to evaluate the
effectiveness of learning and teaching and to
plan for improvement?
To what extent do we communicate

information about pupils’ achievements to
staff and parents?
To what extent do we use self-evaluation,

which identifies strengths and areas for
improvement, to provide accurate evidence
of our performance?
37
Further Information
Further reading
Bibliography
Assessment Reform Group, Assessment for Learning: Beyond the Black Box, Cambridge, 1999. ISBN
0856030422
Further information can be found at:
http://www.qca.org.uk/downloads/beyond_black_box2.pdf
Black, P, Harrison, C, Lee, C., Marshall, B, and Wiliam, D, Working inside the Black Box: Assessment
for learning in the classroom, London: School of Education, King’s College, 2002.
http://www.nfer-nelson.co.uk/catalogue/catalogue_detail
Black, P, Harrison, C, Lee, C, Marshall, B, and Wiliam, D, Assessment for Learning: Putting it into
practice, Maidenhead: Open University Press, 2003. ISBN: 0335212972
http://www.gtce.org.uk/research/assessmenthome.asp
Black, P, and Wiliam, D, Inside the Black Box, London: School of Education, King’s College, 1998.
ISBN 1871984688
Bibliography and materials for possible CPD use
Black P, Harrison C, Science inside the black box, Assessment for Learning in the Science classroom,
London, School of Education, King’s College, 2004. ISBN: 0708714447
Brooks, V, Assessment in Secondary Schools, Buckingham: Open University Press, 2002.

Further information can be found at http://mcgraw-hill.co.uk/html/0335206379.html
Burton, D, and Bartlett, S, Practitioner Research for Teachers, London: Paul Chapman Publishing,
2005. ISBN 0 7619 4421 4
http://www.paulchapmanpublishing.co.uk/book
Campbell, A, McNamara, O, and Gilroy, P, Practitioner Research and Professional Development in

Education, London: Paul Chapman Publishing, 2004. ISBN 0 7619 7468 7
38
Clark, A, and Moss, P, Listening to Young Children, The Mosaic Approach, London: National
Children’s Bureau and Joseph Rowntree Foundation, 2001. ISBN 1 900 99062 8
http://www.jrf.org.uk/bookshop/details
Clarke, S, Formative Assessment in the Secondary Classroom, London: Hodder & Stoughton, 2005,
ISBN 0 340 88766 4.
http://www.shirleyclarke-education.org/publications/index.html
Clarke, S, Formative Assessment in Action, London: Hodder and Stoughton, 2005.

ISBN 0 340 90782 7
Clarke, S, Enriching Feedback in the Primary Classroom: oral and written feedback from teachers and
children, London: Hodder & Stoughton, 2003. ISBN 0 340 87258 6
Hall, K, and Burke, W, Making Formative Assessment Work: Effective Practice in the Primary
Classroom, Open University Press, 2004. ISBN 0 335 21379 0
Further information can be found at: http://www.mcgraw-hill.co.uk/html/
Hallgarten, J, Parents Exist, OK!?, London: Institute for Public Policy Research, 2000.
ISBN 1 860 30125 8
Further information can be found at: http://www.ippr.org/publicationsandreports
Hodgen, J, Maths inside the black box, Assessment for Learning in the Maths classroom, London,
School of Education, King’s College, 2004.
Hornby, G, Improving Parental Involvement, London: Continuum, 2000. ISBN 0 826 47025 4
http://www.continuumbooks.com/
James, M, Using Assessment for School Improvement, Oxford: Heinemann, 1998.

ISBN 0 435 800 46 9
http://www.heinemann.co.uk/secondary/book
Learning Unlimited, The Learning Set, Paisley, 2004.

Further information can be found at www.learningunlimited.co.uk
Mandel, H, and Marcus, S, ‘Could do better’, Why Children Underachieve and What to Do About It,
London: John Wiley, 1997. ISBN 0 471 15847 X
http://eu.wiley.com/WileyCDA/WileyTitle/productCd-047115847X.html
39
Marshall, B, English inside the black box, Assessment for Learning in the English classroom, London:
School of Education, King’s College, 2004.
OECD Centre for Educational Research and Innovation, Formative Assessment, Improving Learning in
Secondary Classrooms, Paris: OECD Publishing, 2005. ISBN 9 264 00739 3
http://www.oecdbookshop.org/oecd/display
Riley, J, Editor, Learning in the Early Years, London: Paul Chapman Publishing, 2003.
ISBN 0 761 94106 1. Further information can be found at:
http://www.paulchapmanpublishing.co.uk/book.aspx
Torrance, H, Investigating Formative Assessment, Buckingham: Open University Press, 1998.

ISBN 0 335 19735 3
Further information can be found at http://www.powells.com/cgi-bin/
Weedon, P, Winter, J, and Broadfoot, P, Assessment: What’s in it for Schools?, London: Routledge
Falmer, 2004. ISBN 0 415 23592 8
http://www.escalate.ac.uk/index.cfm?action=resources.
Whalley, M, and the Pen Green Centre Team, Involving Parents in their Children’s Learning, London:
Paul Chapman Publishing, 2001. ISBN 0 761 97072 X
Journal articles and papers
Black, P, ‘Formative and Summative Assessment: Can They Serve Learning Together?’, Paper
presented at AERA Chicago 23, April 2003.
http://www.kcl.ac.uk/depsta/education/papers/AERA%20ClassAsst.pdf
Black, P, and Harrison, C, ‘Feedback in Questioning and Marking: The Science Teacher’s Role in
Formative Assessment’. This paper first appeared in School Science Review, June 2001, Vol. 82, No.
301, pp. 55–61.
Further information can be found at www.kcl.ac.uk/depsta/education/publications/SSR2_.pdf
Black, P, and Harrison, C, ‘Self- and Peer-Assessment and Taking Responsibility: The Science
Student’s Role in Formative Assessment’. This paper first appeared in School Science Review,
September 2001, Vol. 83, No. 302, pp. 43–49.
Further information can be found at www.kcl.ac.uk/depsta/education/publications/SSR3.pdf
Brookhart, S M, ‘Successful Students’ Formative and Summative Uses of Assessment Information’,

Assessment in Education: Principles, Policy & Practice, 8 (2) July 1, 2001, pp. 153–169.
Further information can be found at http://taylorandfrancis.metapress.com/app/home/contribution
40
Bullock, K M, and Jamieson, I M, ‘The effectiveness of personal development planning’, The
Curriculum Journal, 1998, 9, pp. 63–77
Bullock, K, and Wikeley, F, ‘Improving Learning in Year 9: making use of personal learning plans’,
Educational Studies, 1999, 25, (1), March 1, pp. 19 – 33.
http://journalsonline.tandf.co.uk/app/home/contribution
Bullock, K, and Wikeley, F, ‘Personal Learning Planning: Can Tutoring Improve Pupils’ Learning?’,
Pastoral Care in Education, 2003, 21, (1), pp. 18-25
Cowie, B, and Bell, B, ‘A Model of Formative Assessment in Science Education’, Assessment in

Education: Principles, Policy and Practice, 1999, 6 (1), pp. 101-116.
http://taylorandfrancis.metapress.com/app/home/contribution
Clarke, S, Lopez-Charles, G, and McCallum, B, Gillingham Partnership – Formative Assessment

Project 2000–2001, London: University of London, Institute of Education, Assessment, Guidance and
Effective Learning, 2002.
Further information can be found at http://k1.ioe.ac.uk/agel/gillingham_report.html
Dagley, V, ‘Pupils’ Perceptions of the Efficacy of Target Setting and How it can be Made More
Effective’, Pastoral Care in Education, 2004, 22, (2), pp. 14–18
McCallum, B, Formative Assessment – Implications for Classroom Practice, London: Institute of

Education, 2000.
This document can be downloaded in PDF format from http://www.qca.org.uk/downloads/
formative(1).pdf
Torrance, H, and Pryor, J, ‘Developing Formative Assessment in the Classroom: using action research
to explore and modify theory’, British Educational Research Journal, 2001, 27 (5) pp. 615–631.
Further information can be found at http://taylorandfrancis.metapress.com/app/home/contribution
Useful websites
Assessment Reform Group

Further information can be found at http://arg.educ.cam.ac.uk
Assessment for Learning: 10 Principles, Cambridge: Assessment Reform Group, 1999, 2002
Further reading and resources can be found at http://arg.educ.cam.ac.uk/publications.html
The Association for Achievement and Improvement through Assessment

Further information can be found at http://www.aaia.org.uk
Managing Assessment for Learning, Whitstable: AAIA, 2002
Further publications information can be found at http://www.aaia.org.uk/pubs.htm
Further reading and resources can be found at http://www.aaia.org.uk/resource.htm
41
Department for Education and Skills (DfES)
This UK government site offers access to essential research findings for teaching staff.
Further information can be found at http://www.standards.dfes.gov.uk/research
General Teaching Council for England

This organisation has a Research of the Month page where current and sponsored research is
summarised.
Further information can be found at http://www.gtce.org.uk/PolicyAndResearch
General Teaching Council for Scotland

The GTC Scotland undertakes and supports a number research projects. It has online access to
completed research papers.
Further information can be found at http://www.gtcs.org.uk
King’s College London, Department of Education and Professional Studies

Assessment for Learning section
Further information can be found at http://www.kcl.ac.uk/depsta/education/research/kal.html
and http://www.kcl.ac.uk/depsta/education/research/kallearn.html.
Learning and Teaching Scotland

Assessment is for Learning website
Further information can be found at http://www.LTScotland.org.uk/assess
AifL newsletters, 1–7, http://www.LTScotland.org.uk/assess/about/newsletter/index.asp
Key documents, links and information on general and specific aspects of the AifL programme
can be found at http://www.LTScotland.org.uk/assess/about/keydocuments/index.asp
Qualifications and Curriculum Authority (QCA)

Assessment for Learning: Guidance designed to support staff who wish to integrate the principles of
Assessment for Learning into their classroom practice.
Further information can be found at http://www.qca.org.uk/afl
Scottish Executive Education Department (SEED).

Further information can be found at http://www.scotland.gov.uk/Topics/Education
Selected publications:
Evaluation of Project 1 of the Assessment is for Learning Development Programme:

Support for Professional Practice in Formative Assessment, 2004,
This document can be found at www.scotland.gov.uk/library5/education/
Assessment is for Learning: Development Programme; Personal Learning Plan: 2002–2004;

evaluation report can be found at http://www.scotland.gov.uk/library5/education/
Review of Assessment in Pre-School and 5-14: Summary,

This document can be found at http://www.scotland.gov.uk/3-14assessment/
Scottish Qualifications Authority (SQA)

National Assessments are intended for use by teachers to confirm their judgements about pupils’
levels of attainment in English language (reading and writing) and mathematics.
Further information can be found at http://www.sqa.org.uk/sqa/
42
Disclaimer
Learning and Teaching Scotland provides this resource section for your information only. It should be
noted that the views expressed in any of the publications included here are not necessarily the views
of Learning and Teaching Scotland.
The inclusion of any web links to an external site contained in this section does not in any way
represent endorsement by Learning and Teaching Scotland, who cannot be held responsible for the
content of any external websites accessed using information from this document.
43
Contact details
We welcome your comments on the areas of the AifL programme referred to in this document and/or
the Assessment is for Learning programme in general.
Mail: Development Officer

Assessment is for Learning
Learning and Teaching Scotland
The Optima
58 Robertson Street
Glasgow
G2 8DU
Customer Services
Tel: 08700 100 297
[email protected]
[email protected]
Local authority contacts:
Each authority has an Assessment Coordinator and/or Development Officer(s) who will be able to
help in your local area. Further information can be found at:
www.LTScotland.org.uk/assess/contact_us/coordinators.asp
44
Notes
45
Notes
46
This is version 1 of a self-assessment toolkit, designed to help schools and
stage groups, subject departments, faculty groups and individual members
of staff to determine how far they have incorporated the principles of
Assessment is for Learning into practice.
The toolkit links the 10 statements on the AifL triangle to identified Quality
Indicators in How good is our school?. Together, they provide a framework
for auditing practice within the three strands of AifL – Assessment is for
Learning, namely Assessment FOR Learning; Assessment AS Learning; and
Assessment OF Learning.
It also provides extracts from and additional references to relevant case

studies which give examples of interesting practice in schools. The
bibliography lists materials which might be useful for continuing professional
development purposes, including selected journal articles, research papers,
and related websites.
An online version of this toolkit is available on the AifL website:

www.LTScotland.org.uk/assess
Learning and Teaching Scotland, The Optima, 58 Robertson Street, Glasgow G2 8DU
T: Customer Services 08700 100 297 E: [email protected]
www.LTScotland.org.uk

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Assessment is for Learning

© Learning and Teaching Scotland 2006

The AifL Programme 2

What is an AifL School? 3

Assessment FOR Learning 5

Adapting principles to one’s own context

Assessment FOR Learning (Formative Assessment)

Assessment AS Learning (Personal Learning Planning)

Assessment OF Learning (Local Moderation)

Curriculum Learning and Teaching

Our classroom assessment involves high

Within each of these sections:

Quality Indicator Theme

clarity and purposefulness of questioning

Things to think about

• To what extent do we use questions to stimulate thinking and learning?

Primary case study: Langcraigs Primary School, Renfrewshire

Other relevant primary case studies available on the website:

Secondary case study: Bannockburn High School, Stirling

Other relevant secondary case studies available on the website:

Quality Indicator Theme Class

3.2 The teaching process teacher-pupil interaction Teacher

Questions to be asked Evidence of good practice Areas to be developed

To what extent do we use questions to

To what extent do we use pupils’ responses

to identify what pupils understand?

to plan for future learning and teaching?

Quality Indicator Theme

3.2 The teaching process teacher-pupil interaction

5.4 Partnership with parents, the School encouragement to parents to be involved in

Things to think about

Primary case study: Annette Street Primary School, Glasgow City

Other relevant primary case studies available on the website:

Secondary case study: John Ogilvie High School, South Lanarkshire

Other relevant secondary case studies available on the website:

Quality Indicator Theme Class

3.1 Teachers’ planning planning of programmes and day-to-day activities Teacher

Questions to be asked Evidence of good practice Areas to be developed

To what extent do our teaching plans indicate

To what extent do we share the learning

To what extent do we encourage parents

Quality Indicator Theme

3.4 Meeting pupils’ needs identification of learning needs

3.5 Assessment as part of teaching judgements made in the course of teaching

Things to think about

Primary case study: Sunnyside Primary School, Clackmannanshire

Other relevant primary case studies available on the website:

Secondary case study: Inverkeithing High School, Fife

Other relevant secondary case studies available on the website:

Quality Indicator Theme Class

3.3 Pupils’ learning experiences personal responsibilities for learning, Teacher

3.4 Meeting pupils’ needs identification of learning needs Curricular area

Questions to be asked Evidence of good practice Areas to be developed

To what extent do we know about our pupils’

To what extent does our feedback give pupils

To what extent do we identify our pupils’

To what extent do we give pupils information

Quality Indicator Theme

3.4 Meeting pupils’ needs choice of tasks, activities and resources