Contents Page

A checklist of good practice

Photocopy master
(PDF document 18Kb)

This checklist is drawn from that published on the QCA website. It is intended to help you find evidence of effective use of assessment for learning.

In short term plans, you can find:

• an emphasis on the learning intentions, and on sharing them with children;

• assessment criteria which form the focus for feedback and marking, self assessments and peer assessments;

• differentiated groups, and changes to differentiated groups from subject to subject, and over time;

• teacher's formative notes, for example identifying which children need additional or consolidating work;

• adjustments or crossings out - what did work or did not work, and why;

• good questions recorded that really reached children's understanding or their misconceptions;

• time built in for reflection or review;

• use of guided group sessions for explicit formative assessment opportunities;

• out of the ordinary, or unexpected, outcomes recorded.

In their work, teachers:

• show their knowledge of the children, making judgements about why they make mistakes, and about the next steps or necessary interventions;

• share learning intentions with children, and use them to give feedback, to mark work or give rewards;

• demonstrate a reflective approach to teaching and learning, building in review time for themselves and the children;

• encourage children to take more responsibility for their own learning, by providing opportunities for children to talk about:

  • their response to learning intentions or targets;

  • the strategies they have used;

  • the judgements they make about their progress;

• model a variety of skills, attitudes, standards and qualities for children;

• analyse the children's performance in tests, and use the information for future learning plans;

Children provide evidence through:

• changes in their attitudes to learning - motivation, self esteem, independence, initiative, confidence;

• changes in their responses to questions, contributions to plenaries, explanations and descriptions;

• changes in their performance - their attainment improves;

• the questions they ask;

• their active involvement in formative assessment processes, such as:

  • self assessment;

  • peer assessment;

  • recognising progress in their own written work, skills, knowledge or understanding;

  • target setting.

The bullet points above have been presented in a checklist proforma. A photocopiable master (PDF document 18Kb) is included in the appendices of this material.