Cycle 1 - Cycle title here
PE2
 AQA GCSE Mathematics 4302, Module 5 - Higher  
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  Assessment for Learning - Tracking of assessment   Assessment Methods are not being tracked in this Scheme of Learning
 
  Lesson: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Totals  
     
 [1] Marking & Feedback                                                                
 [2] Individual target setting                                                                
 [3] Sharing learning objectives                                                                
 [4] Self-assessment                                                                
 [5] Peer-assessment                                                                
 [6] Questioning for learning                                                                
             
 
           
         
 
 
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
 
 
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[1]
Marking and feedback:

Providing feedback to students whether verbal or written.  This feedback need not contain a mark or grade, it could simply be a comment.  Feedback should be aimed at pointing out to a student how they can improve.  What do they do next?

Research suggests that 'comment only' marking is most effective in improving attainment
[2]
Individual target setting:

This is a large part of differentiation.  No two students will have exactly the same needs therefore targets should be individual as far as possible.

Target setting may be carried out orally during the lesson or maybe it will be included as part of written feedback.
[3]
Sharing learning objectives:

If a student is not aware of what they are supposed to be learning, how will they know if they are being successful?  Sharing these outcomes allows students to measure their own progress to a certain extent and ensures that when you do assess them they have been working towards the outcomes you are assessing.

Clear and unambigious learning objectives are at the heart of assessment for learning
[4]
Self-assessment:

This involves a student assessing their own success/improvement. 

They should do this against success criteria provided or them by the teacher, or even better; the student themselves could be involved in producing their own criteria.
[5]
Peer-assessment:

This involves a student assessing each others' success/improvement.  They may do this to as a pair, group or whole class.  They may mark to a set criteria or set their own criteria.  Peer-assessment can also take place when work is demonstrated to the class.  As a class students can look for good points in the work and point out ways in which it can be improved.
[6]
Questioning for learning:

Quality questioning should infuse every part of a lesson.  Open ended questions that encourage thinking should be planned in advance.  Students should be allowed 'think time' and the teacher should adopt a 'hands down' policy.

Establish a culture where students are encouraged to frame their own questions and provide the opportunity for this to take place