The Assessment for Learning Strategy

The
Assessment for Learning
Strategy

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Foreword
The Children’s Plan set out our aim of a world-class education system for all, and personalised teaching
and learning are at the heart of making this aim a reality. We know what a difference it makes to
pupils’ learning when they and their teachers have a really good understanding of where pupils are
in their learning, where they need to go next and how best to get there – which is what assessment
for learning is all about. Many schools are already seeing the benefits of using assessment for learning
practices and resources, but I want all schools to have access to high-quality training and support so
that assessment for learning can be embedded in all classrooms. That is why the Government has
invested £150 million over the next three years for continuing professional development for teachers
in assessment for learning. I am very pleased to introduce this strategy, which outlines how schools
can make use of the resources available to them, and I look forward to seeing the results.
Jim Knight
(Minister of State for Schools and 14–19 Learners)
The Assessment for Learning Strategy
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The Assessment for Learning Strategy

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The Assessment for Learning Strategy
“Assessment for learning is 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”.
Assessment Reform Group, 2002
Introduction
Over the next three years, we aim to support schools in developing their assessment of pupils to
enhance learning and improve the rate at which pupils progress. By investing in assessment, schools
can ensure that learning is meaningful for all pupils, teaching is effective and attainment outcomes
are improved.
This document is a joint project between the Department for Children, Schools and Families, the
National Strategies and QCA, together with the Chartered Institute of Educational Assessors. It
outlines our strategy for assessment for learning, which forms a significant part of the Government’s
commitment to developing personalised learning and to improving rates of progression. This strategy
builds on the full range of good practice already established through Assessing Pupils’ Progress (APP)
and the developments in the Making Good Progress pilot. It will support schools in using assessment
information to improve and plan provision, as well as improving the quality of the assessment
process itself.
This document sets out our aims for the strategy and objectives for each year of the funding which
accompanies it; it describes how the strategy will be delivered; and it gives details of the resources
available to schools. It is aimed primarily at teachers and school leaders, but it will also help local
authorities as they plan their support for schools. We have focused on the support available to
schools to improve assessment for learning at Key Stages 2 and 3, but much of this information is
simply about good practice, which is transferable to both older and younger pupils. For example,
the approaches we are promoting offer greater continuity with good assessment practice in the
Foundation Stage and at Key Stage 1, and the arrangements we are putting in place to support the
teaching and assessment of the new diplomas will complement the wider strategy on assessment for
learning.
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We have taken assessment for learning in English and mathematics as our starting point for subject-
specific support and guidance. However, the principles of effective assessment for learning apply
equally to all subjects, and the existing range of Assessing Pupils’ Progress materials in English and
mathematics is currently being extended to include science, ICT and the foundation subjects.
The aims of the Assessment for Learning Strategy
Building on the work of the most successful schools, our strategy is now to make assessment for
learning more widespread, systematic and consistent. Our aims are that:
l
l every child knows how they are doing, and understands what they need to do to improve and
how to get there. They get the support they need to be motivated, independent learners on an
ambitious trajectory of improvement;
l
l every teacher is equipped to make wel -founded judgements about pupils’ attainment,
understands the concepts and principles of progression, and knows how to use their
assessment judgements to forward plan, particularly for pupils who are not fulfil ing their
potential;
l
l every school has in place structured and systematic assessment systems for making regular,
useful, manageable and accurate assessments of pupils, and for tracking their progress;
l
l every parent and carer knows how their child is doing, what they need to do to improve,
and how they can support the child and their teachers.
Making Good Progress pilot
The pilot began in 2007 and involves over 450 schools trialling new ways to assess, report
and stimulate progress at KS2 and KS3, to help every child to make good progress. In addition
to progression targets (to increase the number of pupils who make two levels of progress
throughout a key stage) and a progression premium (to reward schools which help pupils who
entered a key stage behind national expectations to make good progress), the other three strands
of the pilot have particularly close links to the assessment for learning strategy:
Assessment for learning: The pilot is underpinned by robust assessment for learning, with
teachers rigorously monitoring all pupils’ progress in reading, writing and mathematics throughout
the year, using APP assessment criteria.
Single level tests: These tests are available in reading, writing and mathematics from levels 3–8.
Teachers can enter pupils from years 3–9, with testing windows in December and June. The tests
are designed to confirm teacher assessment of the level at which a pupil is working, and they
aim to recognise progress and to motivate pupils during long key stages. The same APP criteria
underpin both the new tests themselves and the teacher assessments which are used as the basis
for entering pupils for them.
Progression tutoring: One-to-one tuition of up to twenty hours in English and/or mathematics
is available for pupils who entered the key stage behind national expectations or who are making
slow progress. In addition to the tuition available in the Making Good Progress pilot, one-to-one
intervention for primary pupils in reading, writing and mathematics will be available through the
Every Child a Reader, Every Child Counts and Every Child a Writer programmes.
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The Assessment for Learning Strategy

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The benefits of assessment for learning
Assessment for learning is a powerful way of raising pupils’ achievement. It is based on the principle
that pupils will improve most if they understand the aim of their learning, where they are in relation to
this aim and how they can achieve the aim (or close the gap in their knowledge). It is not an add-on or
a project; it is central to effective teaching and learning.
is part
is central to
focuses on
of effective
classroom
how
planning
practice
pupils
learn
develops the
capacity for
recognises all
is a key
self
educational
professional
(and peer)
achievement
skill
assessment
promotes
understanding
helps learners
is sensitive,
of goals
know how
constructive
and
to improve
and fosters
criteria
motivation
Making robust assessments
Good assessment for learning makes:
l
l an accurate assessment – knowing what the standards are, judging pupils’ work correctly,
and making accurate assessments linked to National Curriculum levels;
l
l a fair assessment – knowing the methods used are valid;
l
l a reliable assessment – ensuring that judgements are consistent and based on a range
of evidence;
l
l a useful assessment – identifying barriers to pupil progress and using that information to
plan and discuss the next steps in learning.
l
l a focused assessment – identifying areas of a child’s learning where there are blocks to
progression, which might, for example, benefit from the attention of one-to-one tuition;
l
l for continuity of assessment, enabling better transfer between years and schools.
The Assessment for Learning Strategy
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A strategic approach to assessment
Senior leaders in schools will need to ensure that their approach to assessment for learning is part
of a manageable and school-wide system of assessment. Assessment for learning is not an isolated
activity. It feeds into the school’s cumulative understanding of pupils’ achievements. This comes from
both immediate and longer-term assessment, with each assessment contributing evidence to an
increasingly well-informed, rounded and reliable picture of an individual pupil’s performance. Teachers
can then add to this their personal understanding of each child’s disposition, style and learning history.
It is helpful to think about three linked aspects of assessment. Day-to-day assessment provides a
wide range of evidence of learning in specific contexts which shapes immediate next steps. Periodic
review of this evidence gives a clear profile of pupils’ achievement across a whole subject and informs
and shapes future planning and targets for improvement. When required, these judgements and
insights can be more formally shared between pupils, parents and teachers at transitional points
between year groups, schools and phases. The key features of these three assessment viewpoints are
summarised here:
Day-to day
• Learning objectives made explicit and shared with pupils
• Peer and self-assessment in use
• Pupils engaged in their learning and given immediate feedback
Periodic
• Broader view of progress across subject for teacher and learner
• Use of national standards in the classroom
• Improvements to medium-term curriculum planning
Transitional
• Formal recognition of pupils’ achievement
• Reported to parents/carers and next teacher(s)
• Uses external tests or tasks
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The Assessment for Learning Strategy

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What will the strategy deliver?
Some schools are already using assessment for learning very effectively. However, in order to support
schools in taking a strategic approach to assessment, and to secure consistent best practice in
assessment for learning across all schools and for all pupils, there is a need for additional support. In
recognition of this, the Government is investing £150 million over three years to support schools in
developing their use of assessment for learning. The principles underpinning the allocation of this
funding are that it should provide:
l
l a universal distribution of development funds and resources which can be used to suit
each school’s current state of development;
l
l a universal offer of support from LA National Strategy consultants, expert practitioners and
other schools to help all to understand and implement assessment for learning;
l
l a targeted offer to schools which, for a variety of reasons, have not yet established
assessment for learning.
For each of the three years, starting in April 2008, every maintained school will receive money through
the Standards Fund to help them to establish assessment for learning or to extend the good practice
they already have in place. Funding will be allocated to schools according to the number of pupils on
roll, plus a further £1000 for all schools (£1250 for Pupil Referral Units and Secondary Special Schools).
In subsequent years, some of the funding will be more targeted, both on those schools that have not
by then established assessment for learning, and on those which have excellent practice, to help them
to support others.
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Our objectives for each year of the funding are:
Year 1 (2008–2009)
l
l To offer every school a set of tools to review their own AfL practice, identify improvements
that can be made, and know where to look for resources;
l
l To make sure that every school is introduced to Assessing Pupils’ Progress in reading, writing
and mathematics, and is offered training for this;
l
l To ensure that subject leaders for English and mathematics understand the characteristics
of each National Curriculum level and how best to help children progress through them;
l
l To ensure that senior leaders understand the benefits of these new approaches and
support their implementation across the school;
l
l To offer every teacher access to resources that will develop their skills, knowledge and
capability in good assessment practice, including key assessment for learning techniques;
l
l To identify strong schools so they are equipped to support other schools in years 2 and 3.
Year 2 (2009-2010)
l
l To offer direct support to schools which have not managed to establish APP;
l
l To draw on support and expertise from schools which have embedded assessment for
learning, including for example through learning visits to schools with excellent practice;
l
l To ensure that all schools have a member of the senior management team responsible for
leading the development of strong assessment systems, as a minimum in English and
mathematics;
l
l To ensure that all children understand what they need to do to progress through National
Curriculum levels, and have a growing range of strategies for learning how to learn.
Year 3 (2010–2011)
l
l To offer direct support to schools which have not managed to embed APP;
l
l To develop strong and widespread practice in using assessment for learning to support
planning, improve teaching and learning, sharpen use of intervention and keep pupils on
ambitious trajectories, and to share effective ways of linking assessment for learning to
forward planning and target-setting;
l
l To ensure all schools have a senior, specialist member of staff who is not only a great
classroom practitioner but also knows how to develop ways to support assessment across
the whole school. To run in-school moderation, induct new staff into assessment routines
or develop a robust assessment policy for the school;
l
l To ensure parents understand or can access what a level in reading, writing and
mathematics represents and how they can help their children make progress.
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The Assessment for Learning Strategy

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How we are going to deliver these objectives
In recent years, the National Strategies have done considerable work to help schools develop
assessment for learning. The training and materials they have developed remain relevant to classroom
teachers and are listed in the ‘Where to find more information’ section at the end of this document.
We will now build on this work by focusing in particular on promoting tracking pupil progress, as
we know that where this practice is well developed in schools, learners make good progress and
standards are consistently improving.
Assessing Pupils’ Progress
Name ……………..…………….
Guide to assessment criteria: Writing



AF5 - vary sentences for
AF6 - write with technical
AF3 - organise and
AF4 - construct
AF1 - write imaginative,
AF2 - produce texts
AF7 - select appropriate
AF8 - use correct
clarity, purpose and
accuracy of syntax and
present whole texts
paragraphs and use
interesting and
which are appropriate to
and effective vocabulary.
spelling.
effect.
punctuation…
effectively…
cohesion within and
thoughtful texts.
task, reader and purpose.
Handwriting and
between paragraphs.
presentation
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
• variety of sentence types deployed judiciously across the
• Information, ideas and
• paragraphing across the
• imaginative and generally successful adaptation of wide
• vocabulary consistently,
• correct spelling
text to achieve purpose and overall effect, with rare loss
events skilfully managed
text is integral to meaning
range of forms and conventions to suit variety of
often imaginatively, well
throughout, including of
of control
and shaped to achieve
and purpose, eg
purposes and audiences, eg deliberate reference to other
matched to purpose and
ambitious or complex
• a range of features employed to shape/craft sentences
intended purpose and
paragraph length and
texts or textual conventions for effect or emphasis
audience
words
that have individual merit and contribute to overall
effect., eg introduction
complexity varied to
• well judged, distinctive individual voice or point of view
• range of vocabulary
development of the text, eg embedded phrases and
and development of
match narrative pace or
established and sustained throughout, eg consistent
generally varied and
clauses that support succinct explanation; secure control
character, plot, event , or
development of argument;
handling of narrator’s persona in fiction; well controlled
ambitious, often
Level
of complex verb forms; antithesis, repetition or balance in
the terms of an argument,
varied devices to link or
use of original turns of phrase in formal discursive
judiciously chosen
sentence structure
are paced across the text
juxtapose paragraphs;
writing

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• a variety of devices
paragraph structure
• generally successful and consistent control of appropriate
repeated for effect

position the reader , eg
level of formality and varied range of stylistic devices to
skilful control of
• individual paragraphs
achieve intended effect, eg varying the level of formality
information flow to reader;
shaped or crafted for
within a piece for effect; direct address to the reader or
teasing the reader by
imaginative or rhetorical
taking the reader into their confidence
drawing attention to how
effect, eg last sentence

the narrative or argument
echoing the first; lengthy
is being handled
single sentence
paragraph to convey inner
monologue

Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
• controlled use of a variety
• syntax and full range of
• material is clearly
• construction of
• imaginative treatment of appropriate materials, familiarity
• vocabulary chosen
generally correct spelling
of simple and complex
punctuation are
controlled and
paragraphs clearly
with conventions of a variety of forms, adapting them
generally appropriate to
throughout
sentences to achieve
consistently accurate in a
sequenced, taking
supports meaning and
when needed to suit purpose and audience, not always
purpose and audience

purpose and contribute to
variety of sentence
account of the reader’s
purpose, eg paragraph
successfully, eg deliberate use of inappropriate register
• range of vocabulary
likely errors:
overall effect
structures, with
likely reaction, eg,
topic signalled and then
for humour, clear emphasis on narration rather than plot
generally varied and often
• occasional errors in
Level
• confident use of a range
occasional errors in
paragraphs of differing
developed, withholding of
• across a range of writing, convincing, individual voice or
ambitious, even though
ambitious or complex
of sentence features to
ambitious structures, eg
lengths, use of flashback
information for effect,
point of view established and mostly sustained
choices not always apt
words
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clarify or emphasise
only occasional comma
in narrative, anticipating
thematic links between
throughout, eg authoritative expert view, convincing
meaning, eg fronted
splices; some use of
reader’s questions
paragraphs
characterisation, adopting a role

adverbials (‘Reluctantly,
semi-colons, not always
• a range of features clearly
• within paragraphs,
• across a range of writing, level of formality used for
he…, Five days later,
accurate
signal overall direction of
cohesive devices
purpose and audience generally appropriate and a range
it…’), complex noun or
the text for the reader, eg
contribute to emphasis
of stylistic devices used to achieve effect, not always
prepositional phrases
opening paragraphs that
and effect, eg adverbials
successfully, eg controlled informality, generalisations or
Assessing Pupils’ Progress is a structured approach to teacher assessment, developed by QCA in
introduce themes clearly,
as sentence starters
shifts between conversational style and more literary
paragraph markers, links
language
between paragraphs

partnership with the National Strategies. APP provides clear criteria against which judgements can be

Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
• a variety of sentence
• full range of punctuation
• material is structured
• paragraphs clearly
• relevant ideas and
• main purpose of writing is
• vocabulary chosen for
correct spelling of:
made about levels and sub-levels. APP materials for key stages 2 and 3 are available on the Primary
lengths, structures and
used accurately to
clearly, with sentences
structure main ideas
material developed with
clear and consistently
effect
• common grammatical
subjects provides clarity
demarcate sentences,
organised into appropriate
across text to support
some imaginative detail
maintained
• reasonably wide
function words
and emphasis
including speech
paragraphs
purpose, eg clear
• development of ideas and
• features of selected form
vocabulary used, though
consistently
and Secondary Frameworks. Materials for key stage 1 will be available on the Primary Framework from
• wider range of
punctuation
• development of material
chronological or logical
material appropriately
clearly established with
not always appropriately
• almost all inflected words
connectives used to
• syntax and punctuation
is effectively managed
links between paragraphs
shaped for selected form
some adaptation to
• most derivational suffixes,
clarify relationship
within the sentence
across text, eg closings
• within paragraphs /
• clear viewpoint
purpose
eg –ion, ize,-al/ial,
January 2009. Over the next two years, APP materials will also be developed for speaking and listening,
Level
between ideas, eg
generally accurate
refer back to openings
sections, a range of
established, generally
• appropriate style clearly
able/ible
although, on the other
including commas to mark
• overall direction of the
devices support cohesion,
consistent, with some
established to maintain
• most prefixes, eg
5
hand, meanwhile
clauses, though some
text supported by clear
eg secure use of
elaboration, eg some,
reader’s interest
disappear, uncertain,
ICT and
•
Science, and work will begin on APP for foundation subjects. The materials include:
some features of
errors occur where
links between paragraphs
pronouns, connectives,
uneven, development of
throughout
exclaim

sentence structure used
ambitious structures are

references back in text
individual voice or

to build up detail or
attempted

• links between paragraphs
characterisation in role
likely errors:
convey shades of
/ sections generally
• occasional phonetically
l
l
meaning, eg variation in
maintained across whole
the APP handbooks – guidance on using the materials to reach an assessment judgement;
plausible spelling in
word order, modals in
text
content words, eg acsept,
verb phrases
hungrey, teryfing
• double consonants in
l
l
prefixes, eg irregular,
assessment guidelines – criteria developed from the National Curriculum level descriptors,
unnecessary
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
Across a range of writing
•
which enable teachers to identify and track which level each pupil is working at across each
some attempt to vary
• sentences demarcated
• ideas are organised by
• paragraphs / sections
• relevant ideas and
• main purpose of writing is
• some evidence of
correct spelling of:
length, structure and
accurately throughout the
clustering related points
help to organise content,
content chosen
clear but not always
deliberate vocabulary
• most common
subject of sentences
text, including question
or by time sequence
eg main idea usually
• some ideas and material
consistently maintained
choices
grammatical function
• use of some
marks
assessment focus area;
• ideas are organised
supported or elaborated
developed in detail, eg
• main features of selected
• some expansion of
words, eg you, because,
subordinating
• speech marks to denote
simply with a fitting
by following sentences
descriptions elaborated
form are clear and
general vocabulary to
although
connectives, eg if, when,
speech generally
opening and closing,
• within paragraphs /
by adverbial and
appropriate to purpose
match topic
• most adverbs with -ly
because
accurate, with some other
sometimes linked
sections, limited range of
expanded noun phrases
• style generally
formation
l
l
• some variation, generally
speech punctuation
• ideas or material
connections between
• straightforward viewpoint
appropriate to task,

standards files – collections of assessed pupil work, exemplifying attainment at different
accurate, in tense and
• commas used in lists and
generally in logical
sentences, eg over-use of
generally established and
though awareness of
likely errors:
Level
verb forms
occasionally to mark
sequence but overall
‘also’ or pronouns
maintained, eg writing in
reader not always
• homophones of common
clauses, although not
direction of writing often
• some attempts to
role or maintaining a
sustained
grammatical function
levels.
4
always accurately
not clearly signalled
establish simple links
consistent stance
words, eg
between paragraphs /
they’re/their/there;

sections not always
of/have/off
maintained, eg firstly, next
• occasional phonetically
The criteria used in the assessment guidelines are also embedded in the Primary and Secondary
plausible spelling in
content words, eg board,
acsept, hungrey, teryfing
Frameworks.
• occasional inflected
words, eg -es, -ed, -ies, -
ied, -er, -est, -ier, -iest, -
ing


In most writing
In most writing
In most writing
In most writing
In most writing
In most writing
In most writing
In most writing
• reliance mainly on simple
• straightforward sentences
• some limited attempt to
• some paragraphs /
• some appropriate ideas
• some attempt to establish
• simple, generally
correct spelling of:
sentences
usually demarcated
organise ideas with some
sections, often lacking
and content included
purpose, though often
appropriate, vocabulary
• sometimes, common
• and, but, so are the most
accurately with full stops,
related points placed next
internal structure, eg one-
• some attempt to
superficial
used, though often limited
grammatical function
common connectives
capital letters, question
to each other
sentence paragraphs or
elaborate on basic
• some features of selected
in range
words, eg with, could
• some limited variation in
and exclamation marks
• openings and closings
ideas randomly organised
information or events, eg
form are signalled to the
• some attempt to use

use of tense and verb
• comma splicing evident,
usually signalled
• within paragraphs /
nouns expanded by
reader
words for effect
likely errors
forms, not always secure
particularly in narrative
• some attempt to
sections, some limited
simple adjectives
• some attempt to establish

• frequent phonetically
Level
• some, limited, use of
sequence ideas or
attempt to link sentences, The
• atte Assessment
mpt to adopt
for Learning
appropriate style Strategy
but not
9
plausible spelling in
speech punctuation
material logically, not
eg use of pronouns, often
viewpoint, though often
always consistent or
content words, eg view,
3
always successful
inconsistent, or of
not maintained or
sustained
receive, course, thought
adverbials
inconsistent, eg attitude

• frequently in inflected
• movement between
expressed, but with little
endings, eg -es, -ed, -ies,
paragraphs/sections
elaboration
-ied, -er, -est, -ier, -iest, -
abrupt or disjointed
ing
Handwriting & pres
legible style, shows
accurate and consistent
letter formation, sometimes
joined

In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
• some variation in
• sentence structure mostly
• some sequences of ideas
• ideas in sections grouped
• mostly relevant ideas and
• purpose established at
• simple often speech-like
• high frequency, single
sentence openings, eg
grammatically correct
or material, eg time-
by content, some linking
content, sometimes
general level, e.g. main
vocabulary conveys
morpheme words spelled
not always starting with
• sentence demarcation
related words or phrases,
by simple pronouns
repetitive or sparse
features of story, report
relevant meanings
correctly, e.g.
name or pronoun
with capital letters and full
line breaks, headings,
• some apt word choices
• some appropriate
• some adventurous word
grammatical function
• mainly simple sentences
stops usually accurate
numbers
create interest
features of the given form
choices
words and content,
with and used to connect
• some accurate use of
• openings and/or closings
• brief comments,
used
content words; was,
Level
clauses
question and exclamation
sometimes signalled
questions about events or
• some attempts to vary
when, once, all, our…
• past and present tense
marks, and commas in
actions suggest viewpoint
style, not sustained
Handwriting & pres
2
and pronouns generally
lists

letters generally correctly
consistent
shaped but inconsistencies


in orientation, size and use

of upper/lower case letters
clear letter formation, with
ascenders distinguished,
generally upper and lower
case letters not mixed
within words


DRAFT June 2007






Making Good Progress pilot

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