Learning how to learn through AfL strategies
March 2007
Introduction
How can teachers be supported to use assessment for learning practices effectively?
How can teachers be supported to use assessment for learning practices effectively?
For a summary of this Research of the Month (RoM), read the overview.
There is clear evidence that assessment for learning (AfL) strategies are effective at improving pupil learning. Research such as ‘Inside the Black Box*’ and the follow up ‘King’s, Oxfordshire and Medway Formative Assessment Project**’ (KMOFAP) has shown that when teachers implemented AfL strategies in classrooms they helped raise their pupils’ achievement significantly. But these research studies involved relatively small numbers of teachers who were involved in intensive professional development in AfL practices with the researchers. Opportunities for this kind of training are not always available in schools. How else can teachers go about developing and changing their classroom practice to make the most of what assessment for learning strategies offer?
This month’s Research of the Month reports on a project*** which set out to explore the issues associated with scaling up AfL innovations. The Learning How to Learn (LHTL) project built on the KMOFAP study, but unlike the researchers in that study, the LHTL researchers did not intervene directly in classrooms. Rather, they provided the project schools with activities to introduce staff to AfL practices, and encouraged the teachers and leaders to take responsibility for the way teachers in their school developed the practices. This made it possible for the researchers to look at the kinds of professional development and school conditions that helped teachers learn new AfL practices and enhance pupil learning.
The project found that the teachers’ main difficulty when implementing AfL strategies was promoting learner independence. Providing teachers with opportunities, encouragement and support to engage in classroom inquiry was helpful in this respect. Inquiring into their own practices helped teachers become familiar with some key AfL processes, and experiencing AfL processes for themselves helped them to help their pupils do the same with their learning.
* For a summary of this review see, Raising achievement through classroom assessment
** For a summary of this study see, Assessment for learning: putting it into practice
***The RoM is based upon the following publications from the ESRC TLRP Learning How to Learn project:
- Black, P., McCormick, R., James, M. & Pedder, D. (2006) 'Learning how to learn and assessment for learning: a theoretical inquiry' Research Papers in Education Special Issue 21 (2) pp. 119-132
- James, M. & Pedder, D. 'Professional learning as a condition for assessment for learning' in Gardner, J (Ed) (2006) Assessment and learning London: Sage
- James. M. et al (2006) Learning how to learn: Tools for schools London: Routledge
- Marshall, B. & Drummond, M-J. (2006) 'How teachers engage with assessment for learning: lessons from the classroom' Research Papers in Education Special Issue 21 (2) pp.133-14
- Swaffield, S., & MacBeath, J. (2006) 'Embedding LHTL in school policy: the challenge for leadership' Research Papers in Education Special Issue 21 (2) pp.201-215
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