Research indicates that improving learning through assessment depends on five deceptively simple key factors:
* The provision of effective feedback to pupils;
* The active involvement of pupils in their own learning;
* Adjusting teaching to take account of the results of assessment;
* A recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning;
* The need for pupils to be able to assess themselves and understand how to improve. (From “Assessment for learning: beyond the black box”, Assessment Reform Group, 1999).
These factors together with the intriguing dictionary definition above suggest a model of teaching and learning which is reciprocal – i.e. teachers teaching in ways that are sensitive to the learning that is taking place and learners thinking about the teaching and how it is supporting them. It involves feedback both ways between the teacher and the learner. Teachers tell learners what their intentions are and what decisions they are making in a lesson and learners tell teachers what sense they are making of the teaching.
(Taken from “Resource Pack for Assessment for Learning in Mathematics”, The Mathematical Association; Edited by Doug French, 2005).
One possible way to stimulate this reciprocal relationship between teaching and learning in a classroom is to think about the things we do as a teacher and consider the implications of asking students to engage in these activities or actions as well.
For example, a lot of teaching involves giving explanations of particular mathematical ideas and concepts. When we invite students to provide their own explanations to another student or to the whole class, we are aware of them having to think about what they know and what they don’t know and this helps them with their learning. Another example of an activity traditionally thought of as solely a teacher’s task is marking. The research evidence suggests that when students are given a mark scheme, mark each other’s work and then try to write about a comment which might help them to do better next time, this results in a rich learning activity
Assessment for learning: beyond the black box”, Assessment Reform Group, 1999. University of Cambridge, School of Education, Shaftesbury Road, Cambridge CB2 2BX, Tel: 01223 369631. “Resource Pack for Assessment for Learning in Mathematics”, The Mathematical Association; Edited by Doug French, 2005