Assessment for Learning - critics vindicated?
Alongside my previous post on personalised learning, the same committee also questioned the Assessment for Learning (AfL) strand. Reported in the TES this week, concerns were raised that the DCSF version of AfL differs substantially from the research that led to its adoption where '... pupils should be told only what they needed to do to improve, rather than being given grades."
Professor David Hargreaves addressing the comittee said: "... unfortunately, what the Government has put
in place is a debased version ... all the
radical stuff about how teachers teach was removed and it began to
focus on targets."
In the same TES issue an article on recent research by Professor Hattie concludes:
'Encouraging pupils to question their teachers on what they do and do
not understand about a subject is the single most effective way of
improving education.' (Welcome back socratic method!).
'They also needed to allow pupils the freedom to make mistakes, as errors were powerful learning tools.'
As a parent, I have seen appalling examples of assessment (not all in Kent schools, as I live in Medway):
"We only give positive comments in reports so we don't damage self esteem" (Medway Primary School). When asked how assessment levels were agreed, it boiled down to teacher opinion; none were able to show how 'levels' related to evidence.
My daughters school ran a pilot of AfL during her year 8. There was a notable lack of staff knowledge about AfL and a highly questionable methodology was adopted (abandoned after one term).
More recently my daughter came home with a set of 'effort' grades, one from each of her teachers. I asked my daughter what they meant, she replied "its what teachers think of you". I contacted her school, asking how they measures effort, e.g. punctuality? homework completed on time? work finished during lessons? uniform? The Heads response shows that individual teachers set out their own effort indicators, and take into account a range of factors'. So, my daughter is probably right!
Formative assessment must be linked to evidence (and I don't just mean a test) and must enable children to review mistakes and improve outcomes. Assessment should also encourage peer review developed through authentic audience. Just imagine if teachers were assessed by their pupils and parents?? Wouldn't they demand a clear process as a condition (but thats another news story!).