# data[].attributes.body
Assessment for Learning (AFL)

# data[].attributes.body
1. What does AFL emphasize as more important than the type of assessment (formative vs summative) and why is this distinction vital in closing the learning gap?

Assessment for Learning (AFL) emphasizes the quality and use of feedback rather than whether the assessment is formative or summative. What matters most is how assessment information is applied to guide improvement. This distinction is vital because it shifts the purpose of assessment from simply measuring performance to closing learning gaps, nurturing curiosity, and supporting student growth.

2. According to John Hattie, how effective is feedback as an influence for student learning and under what circumstances does it work best?

Hattie (2009) identifies feedback as one of the most powerful influences on student achievement, with an average effect size of 0.73, well above the hinge point of 0.40 that represents a typical year of student growth. Feedback is most effective when it is:

Task-focused and specific, guiding students on how to improve.

Timely and actionable, allowing immediate application.

Connected to self-assessment and metacognition, so students reflect, build on prior knowledge, and take ownership of their learning.

3. What are the potential pitfalls of providing ego-focused feedback instead of task-focused feedback, and how can task-centered comments more effectively support student growth?

Ego-focused feedback (e.g., “You’re smart”) can inflate confidence but does little to improve learning. It may even discourage persistence and reduce resilience when students encounter challenges. In contrast, task-focused feedback pinpoints what was done well and what needs improvement, helping students refine skills, think critically, and engage more deeply. According to Hattie (2009), such feedback has the strongest impact when it clarifies next steps for learning rather than focusing on personal traits.

4. What are the five key processes in assessment for learning, and why is each essential to students becoming active, self-regulated learners?

The five key processes in AFL are:

(i) Effective questioning – Identifies current levels of understanding, guiding next steps.
(ii) Constructive feedback – Provides actionable advice for improvement; feedback is one of the strongest drivers of progress (Hattie, 2009).
(iii) Clarifying success criteria – Helps students recognize what quality work looks like.
(iv) Peer and self-assessment – Builds metacognitive skills for planning, monitoring, and evaluating learning.
(v) Using summative assessments formatively – Transforms exams and projects into opportunities for reflection and improvement.

Together, these processes cultivate students as active, self-regulated learners capable of continuous growth.

Reference:
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

# data[].attributes.body
1.What does assessment for learning emphasizes as more important than the type of assessment (formative or summative) and why is the distinction vital in closing the learning gap?

Assessment for learning emphasizes the purpose and use of assessment more than the type, whether formative or summative. What matters most is how the results are used to guide teaching, give feedback, and help students improve.

The distinction is vital because it helps teachers focus on using assessment results to support learning. When results are used to give feedback and plan teaching, students understand their mistakes, improve their skills, and close the learning gap.

2.According to John's Hattie research how effective is feedback as an influence on student learning under what circumstances does it work best.

According to John Hattie’s Visible Learning research, feedback is one of the most powerful influences on student learning, with a very high effect.

It works best when:

1. Feedback is clear, specific, and focused on the task (not just praise like “good job”).

2. It tells the student what they did well, what needs improvement, and how to improve.

3. It is timely, given soon after the task.

4. It is actionable, so the student can use it to move forward.

5. It focuses more on learning and strategies rather than on the student personally.

What are the five key processes is Assessment for learning and why is each essential to students becoming active self regulated learners ?

Five key processes of AFL

1.Questioning - Finding out where learners are

2.Feedback -Giving Guidance on how to improve.

3.Clarifying Sucess Criteria -showing learners what good work looks like.

4.Peer and Self-assessment - Learners become assessors of their own and other's work.

5.Using Summative Assessment Formatively - applying results to plan next steps.

4.What are the potential pitfalls of providing ego focused feedback instead of task focused feedback and how can task centred comments more effectively support student growth?

Potential pitfalls of ego-focused feedback:

Complacency: Students may stop putting in effort after receiving repeated praise.

Fear of failure or taking risks: Students may avoid challenges to protect their self-image.

Low-achieving students feeling discouraged or powerless: Negative ego-based comments can lower motivation and confidence.

How task-centred comments support student growth:

They give specific guidance on what is done well and what needs improvement.

They are linked to clear learning goals and criteria.

They help students see next steps and how to improve their work.

They build confidence and motivation by focusing on progress, not ability.

They encourage a growth mindset and willingness to take risks.

They ensure fairness, as every student gets actionable feedback.

# data[].attributes.body
Cognition is about what you know and how you process information, whereas metacognition is about your knowledge of your own learning and your ability to regulate it effectively.

# data[].attributes.body
1. What does AfL emphasize as more important than the type of Assessment ( Formative Vs. Summative), and why is this distinction vital in closing the learning gap?

Assessment for Learning (AfL) emphasizes the ongoing process of providing timely, constructive feedback and guiding adjustments to the learning process, rather than just the type of assessment itself.

AfL prioritizes "assessment as learning" (formative assessment) over "assessment of learning" (summative assessment). The core purpose is to provide immediate, interactive, and constructive feedback that students can use to improve their learning while they are still engaged in the process.

It plays a very important key role in closing the learning gaps by

real time adjustments,tailored instruction,helps the learner to become more active responsible for their own learning and also by providing constructive feedback learner can build confidence.

2. According to John Hattie’s research, how effective is feedback as an influence on student learning, and under what circumstances does it work best?

According to John Hattie's Visible Learning research, feedback is a highly effective influence on student learning,It works best when it's personalized, timely, and helps students understand the "gap" between their current performance and their goals, providing actionable steps for improvement.

it works best when we give effective feed back on their personalized work,timely Feedback is most valuable when it's corrective and provides specific information about what the student did well, what they didn't, and what they should do to improve next.

3. What are the potential pitfalls of providing ego-focused feedback instead of task-focused feedback, and how can task-centered comments more effectively support student growth?

Ego-focused feedback can demotivate students, hinder their belief in their ability to improve, and lead to a defensive reaction instead of a learning one, while task-focused feedback promotes growth by being specific, action-oriented, and connected to clear learning goals, helping students.

Pitfalls of Ego-Focused Feedback:

Demotivation,defensiveness,lack of clarity,learner looses self efficacy.

Task cenetered feed back:

learners will gain self confidence,shows zeal to learn more,it provides self efficacy.

4. what are the five key processess in assessment for learning ,and why is each essential to students becoming active ,self -regulated learners?

clarifying learning intentions, effective classroom discussion, providing feedback, activating learners as resources for each other, and activating learners as owners of their learning.

It helps in planning and to set goals.

use stratagies and to monitor performance.

helps to reflect and adapt.

# data[].attributes.body
Were the Mentimeter Questions good? Were they reliable or valid and were they fair.

Answer: Yes the questions were very good mam. I felt they were reliable and valid. The questions were posed to understand the concept of Assessment.

There was a question were options were given to identify which are the type of assessment and all the options were correct but in different context and we had only option to select. , selecting multiple options was not allowed. for that question there was no fairness ,according to me.

There was one more question asked where assessment methods were to be ranked.

Anuradha mam and Sudha mam kindly enlighten me on this if I have understood the concept or not.

# data[].attributes.body
Assessment for Learning

# data[].attributes.body
Good evening ma'am kindly find the Assessment task

# data[].attributes.body
1) What does Assessment for learning (AFL) emphasise as more than the type of assessment(formative vs. summative),and why is this distinction vital in closing the learning gap?

AFL emphasizes the purpose of assessment—to support learning—rather than whether it is formative or summative. The focus is on using evidence of learning to guide teaching and help students progress.

This distinction is vital because closing the learning gap requires feedback and strategies that directly improve learning, not just measuring what has been learned. By prioritizing purpose, AfL ensures assessment is a tool for progress, not simply a record of achievement.

2) 2. According to John Hattie’s research, how effective is feedback as an influence on student learning, and under what circumstances does it work best?

Answer:

Hattie’s research shows feedback is among the most powerful influences on student learning, but its impact depends on how it is given.

Feedback works best when:

It is timely, specific, and task-focused rather than vague or personal.

It clearly tells students where they are, where they need to go, and how to get there.

3. What are the potential pitfalls of providing ego-focused feedback instead of task-focused feedback, and how can task-centered comments more effectively support student growth?

Answer:

Pitfalls of ego-focused feedback:

Shifts focus to the learner’s self-worth (“You’re smart”) instead of the work.

Can cause anxiety, defensiveness.

Doesn’t give guidance on how to improve.

Advantages of task-focused feedback:

Directs attention to the quality of the work and next steps.

Provides clear strategies for improvement (“Your argument is strong, but you need more evidence”).

Builds growth mindset, and continuous improvement.

encourages learners to take action, rather than simply judge performance.

4. What are the five key processes in Assessment for Learning, and why is each essential to students becoming active, self-regulated learners?

Answer:

The five key processes are:

1. Questioning – helps diagnose current understanding and misconceptions.

2. Feedback – provides guidance for improvement, keeping learners moving forward.

3. Clarifying success criteria – ensures students know what quality work looks like.

4. Self-assessment – enables learners to reflect on their progress and take ownership.

5. Peer assessment – allows students to learn collaboratively, give constructive input, and view learning from different perspectives.

Why essential: Together, these processes foster metacognition, independence, and responsibility, helping students become active, self-regulated learners who can monitor and drive their own progress.

# data[].attributes.body
ASSIGNMENT - ASSESSMENT FOR LEARNING

# data[].attributes.body
Respected ma'am

I request you to please provide a mentor

# data[].attributes.body
Assignment-3 on Assessment for Learning

# data[].attributes.body
Jaya.S (PISB)

Dear Sudha Ma’am and Anuradha Ma'am,

I would like to choose Ms. Lavanya K, from Pallavi International School, Bachupally, where she is working as a Grade 6 Class Teacher and Social Facilitator, as my mentor.

She holds MBA, MCom, and B. Ed qualifications, with 3 years of teaching experience and 10 years in investment banking.

Her achievements include achieving the highest score in college with SST(B.Ed) as a major and securing a distinction in CICTL.

She is an enthusiastic and passionate learner who constantly updates herself with new advancements in the system.”

I would like to choose Ms. Lavanya as my mentor as she provides meticulous guidance and has strong expertise in technology. Her recent distinction in CICTL reflects her dedication, making her an excellent mentor to help me gain valuable skills from this course.

Kindly suggest if this is appropriate

Thank you.

# data[].attributes.body
Respected Sudha mam and Anuradha Mam,

I need a mentor too. I have recently relocated to Hyderabad and currently not working. My current location is Himayatnagar.

# data[].attributes.body
Jigsaw Activity in classroom

# data[].attributes.body
Dear maam,iam Sabita I need a mentor..iam.staying in mumbai..presently iam not working in school.Thank you

# data[].attributes.body
"Dear Ma'am,

I need a mentor,

I'm based in KPHB Colony.

Thank you for considering my request."

# data[].attributes.body
Hello anuradha

# data[].attributes.body
Hello all, Am I visible

# data[].attributes.body
Kindly read the content on Assessment for learning ( https://cambridge-community.org.uk/professional-development/gswafl/index.html), based on this content you will have to answer questions.

1. What does Assessment for Learning (AFL) emphasize as more important than the type of assessment (formative vs. summative), and why is this distinction vital in closing the learning gap?

2. According to John Hattie’s research, how effective is feedback as an influence on student learning, and under what circumstances does it work best?

3. What are the potential pitfalls of providing ego-focused feedback instead of task-focused feedback, and how can task-centered comments more effectively support student growth?

4. What are the five key processes in Assessment for Learning, and why is each essential to students becoming active, self-regulated learners?

# data[].attributes.attachment_link.readable_text
Assessment for learning in practice

AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them.
We are going to look at five approaches or strategies that you can use in a lesson or programme of study.

1. Questioning
Questions are a quick and important way of finding out what your learner understands about a subject. You can use this information to plan their teaching.

There are two main types of question: closed and open.

A closed question requires a short answer, such as remembering a fact. The answer is usually right or wrong.
For example, a Geography teacher might ask: 'What is the capital of Peru?'

On average, teachers only wait 0.9 seconds after asking a question before taking an answer from a learner. Mary Rowe suggests that increasing 'wait time' to three seconds improves the quality of answers.

One way to help increase 'wait time', and to ensure the whole class is actively engaged, is to ask your learners to write down the answer to a closed question on a piece of paper, mini whiteboard or tablet, and hold it up. This immediately gives you feedback about who understands, who does not, and therefore what the next steps in the learning might be.

A good strategy to use if a learner gets the answer wrong is to make this into a positive event. You could say: 'I'm glad you said that, as I'm sure lots of other students have the same misunderstanding.'

In an AFL classroom, finding out what learners do not know is as valuable as finding out what they do know. This knowledge will help you to see what material your learners need to spend extra time on to make sure that they all understand.

Open questions need longer answers, and often require the learner to provide an opinion.
E.g. A Physics teacher might ask: 'What will happen to the flow of water through a hose pipe if a smaller nozzle is fitted to it? Explain how this relates to the study of voltage, current and resistance in a simple electric circuit.'

Open questions like this allow all learners to try to answer the question and be part of a discussion. You can then facilitate this discussion, asking questions to develop the discussion such as 'Tell me more about that' and 'Why do you think that?'

'Dialogic teaching' is a term that describes on-going talk between teachers and learners, which leads to effective learning. If you discuss ideas with your learners, you can get a clearer view of what understanding your learners have about a topic, and put right any misunderstandings.

Reflection
Watch the video of a teacher talking about how he uses questioning. Do you use any of these techniques in your own classroom?
Transcript
Want to know more?
This video shows good use of closed questioning. How would you adapt this for your own classroom?

2. Feedback
Feedback is the process in which learners come together with their teachers to discuss where they are in their learning, where they want to be in their learning, and how they are going to get there. It usually involves looking at a particular piece of work done by the learner. Feedback can be described as the 'bridge' between teaching and learning.

The aims and objectives of any assignment must be clearly understood by both the teacher and the learner. You can help by providing 'success criteria' before your learners start work.

Feedback might involve marking. However, a learner may only remember the mark/grade and not act on any comments to improve their work. In an AFL classroom, a teacher will give 'comment only' feedback on their learners' work. If you do want to add a grade, give this later on, so that the learners read the comments before they receive the grade. Effective feedback depends on task-focused comments, rather than ego-focused comments.

Here is an example of ego-focused feedback: 'Great work Melanie, the best in the class.' This kind of feedback can make strong learners complacent, thinking that they do not have anything to do to improve. They might also be scared of trying something they find difficult in case they lose their high place. Weak learners can feel as if there is nothing they can do to get better.

You should aim to provide feedback to each learner that praises task-focused aspects of their work, but also contains targets about how to improve their learning.
E.g. 'Ali, you have written a good introduction to your story. Now, can you think how you can make the description of the main character more striking?'

Reflection
Think about a time when you gave feedback to a learner that could be described as more ego-specific than task specific. What might you have done differently?

Want to know more?
In this video, Dylan Wiliam explains why task-focused feedback is more effective than ego-focused feedback.

There are some good examples of how to give effective feedback in different subject areas on http://www.teachthought.com.

In this handout, by the RAPPS project, you will find lots of suggestions for different ways of giving classroom feedback.

3. Peer assessment or peer feedback
Peer feedback, or peer assessment, is the process by which learners assess each other's work and give each other feedback. This feedback is based on an understanding of what makes a successful piece of work. The teacher is vital to this process, as teachers know their learners and can help them to develop their critical and reflective thinking skills.

Giving learners independence is a great way for them to take responsibility for their own learning. Peer feedback also helps learners to develop their social skills and to use higher-level skills such as thinking critically and analytically.

A successful peer feedback session requires learners to 'think like a teacher' for each other. Each learner will apply the success criteria to another learner's work, and make value judgements based on these. The learner then has to give their partner ideas for how to improve the work. In doing this, they will both be increasing their own understanding of what makes a successful piece of work.

At primary school level, the theory behind AFL is the same, but the tasks might be different, to reflect the different stages of the pupils' cognitive development. For example, learners could use pictures to describe positive and negative aspects of the work.

Reflection
Watch the video of learners taking part in a peer feedback session. Notice how independently they are working. Would this be effective for your learner?
Transcript
Want to know more?
In this video, learners explain what they like about peer feedback.
Transcript
4. Self-assessment
'Students need to learn for themselves how they move up to the next level ... they need to internalise the process. Learning cannot be done for them by the teachers.' (Mary James, 1998)

In self-assessment a learner evaluates their own work, and thinks about their own learning. This helps them to make sense of what the teacher says, relate it to previous learning and use this for new learning. Ultimately, self-assessment enables learners to set their own learning goals and be responsible for their own learning. However, be aware that learners cannot become reflective learners overnight. It takes time and practice to develop these skills, and the role of the teacher is crucial in encouraging this.

"Students need to learn for themselves how they move up to the next level."

Introducing learners to self-assessment
When you introduce self-assessment to your learners, carefully guide the process. To start with, give learners a list of questions to ask themselves, and write down the answers. Starting a 'learning log' or 'reflective journal' is good practice. This is a notebook in which the learner documents their recent experiences, asking themselves questions such as:
'What made sense and what didn't?'
'How does this subject fit in with what I already know?'
'What did I do well and what could I have improved?'

Ideally, you will talk to each of your learners individually to guide their thinking until they feel comfortable with the process. Self-assessment is an activity which requires one-to-one tutorials to be fully successful. In these short sessions, you can ask questions to help your learners to reflect on their studies.

Having thought about how their work could be improved, your learners can then set themselves targets to make their work better. These targets can cover any aspect of learning, from time management to asking more questions in class if they do not understand something.

5. The formative use of school tests and exams
This 'Getting started' guide has focused mainly on formative assessment strategies and checking learning in the classroom. However, learners often have to take summative school tests such as end-of-year exams or final exams.

Return marked test or exam papers to learners, so that they can spend time understanding where they earned most marks and where they had misunderstandings.

After the exam or test, find out which questions were answered less well by most learners. This will give you important information about what subjects, ideas and skills your learners need to work on. You can then focus on explaining the areas of the syllabus that gave problems to most learners. Your learners could also re-work exam questions in class in pairs or groups as a peer-learning activity.

www.headguruteacher.com explains in more depth how internal school tests and exams can be used to maximise learning.

# data[].attributes.attachment_link.title
Getting started with Assessment for Learning

# data[].attributes.attachment_link.description
AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them. We are going to look at five approaches or strategies that you can use in a lesson or programme of study. 1.

# data[].attributes.body
Dear madam ,

This is susmitha, as iam a newly joined teacher in geetanjali primary school , in our school we follow xseed teaching pattern so there we don't have any Cambridge trained teacher, can I choose just a experienced teacher? If it is okay to choose a experienced teacher then I will choose subhashini garu as my mentor.

# data[].attributes.body
Dear Madam

I need a Mentor.

Thank you.

# data[].attributes.body
John Hattie's Visible Learning Theory

# data[].attributes.body
Rachna ma'am

I want to get as my mentor
Because she has more experience in Cambridge curriculum
She my cordinator too
And most I like in her she is very helpful to the team.

# data[].attributes.body
This is the place to post your answers

# data[].attributes.body
TOMLINSON DIFFERENTIATED INSTRUCTION

# data[].attributes.body
Dear Candidates, we did not start any discussions. We just made the wall ready for further discussions.