Linking assessment with learner success

Assessment ‘for’ Learning (A4L) as well as ‘of’ learning is an important approach to adopt if the assessment process is to be deployed to help learners realise their full potential (Department for Children Schools and Families. The Assessment for Learning Strategy (2008)). The concept of Assessment Literacy (Price, 2012), which encompasses ‘Assessment confidence’ (Handley et al, in press 2012) through learners’ understanding of ‘Discourse of assessment and feedback dialogue’ provides a useful frame of reference through which to describe assessment processes which are formative. These are developmental and focussed on improving likelihood of students to achieve at their maximal level. This paper translates key aspects of A4L and Assessment Literacy into practical strategies based upon the literature and the author’s experience of assessment in schools and higher education internationally. Focus is given to the rationale and strategies for preparing students for assessment so that they are clearer about expectations of the form of the tasks they will undertake and how it they be graded and to approaches to feedback which capitalise on harnessing its formative powers. This in addition to its summative ‘measurement’ functions. The paper sets an agenda for professional development of teachers and harnesses the concepts of modelling, scaffolding and metacognition within the AFL process and importantly gives them life through real examples of classroom practices that make a difference. It is argues that assessment can be a secret garden, a ‘Black Box’ (Black and William, 1998) into which learners (and teachers in their professional development) need a clearer view. They need experiential tools/keys to the box to gain fullest access. Understanding the rules, language, expectations and permission to demonstrate criticality are central to the argument that A4L is a profound approach to enabling learners to demonstrate what they know and can do to the best possible effect.