Information Technology Reference
In-Depth Information
Key to AfL are the ideas that:
• Learners clearly understand what they are expected to do and learn.
• Feedback on learner performance is given promptly and in a form that enables
the learner to enhance future performance.
• Feedback is given in a positive manner so that pupil self-esteem is supported.
• Assessment outlines are clearly understood by the learner so that they may
attempt to self-assess when they have reached that level of maturity.
• Pupils are encouraged to take responsibility for their own learning process
and begin to develop the skills for independent learning.
Task 4.4
Planning for assessment
Consider a Computing lesson you planned and taught recently, and answer the
following: how did you indicate to the learners what they were going to be learning
in that lesson? And how did you help them reach the highest level of competence
they could reach in the time available? How did you review their learning after the
lesson, and what additional support did you need to include for the next one?
It is important to realise that AfL is central to and concurrent with a variety of
different initiatives within a school.
Figure 4.1
attempts to represent these linkages.
It should be noted that links such as reporting and target-setting also have
implications beyond the Computing department itself. AfL helps to gauge the
Computing department's performance against school, regional and national
benchmarks. These benchmarks will include the national statistics for each grade
in external examinations at 14, 16 and 18 years, plus the equivalent statistics for the
locality in which the school is situated. A department will be expected to be able to
explain any discrepancy between their pupils' scores and these conflated statistics.
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Figure 4.1
The inter-relationships within AfL
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