The geography department at Hendon School has worked hard to embed AfL into their schemes of work, with impressive results.
A Year 10 top set identifies key features in a model answer, using the GCSE mark scheme, and discuss what makes an A* answer. Then, using a supplementary question, they debate what assessment elements will be in the mark scheme.
Answering questions with a genuine mark scheme leads to peer assessment of each other's answers. Using paired work ensures that students know exactly what they need to include in their answers to achieve a Level 3. The teachers' verbal feedback stamp on their written work reduces marking time for teachers.
A Year 8 class, studying population distribution in Australia, works out what makes a good and a bad piece of peer assessment. Working in pairs, they write peer assessment comments with targets giving feedback on the quality of the comments. The lesson concludes with a whole class self-assessment.
This programme is of particular relevance to school leaders and teachers (of any subject) interested in finding out about how sharing of success criteria and developing peer assessment can help pupils do better in KS3 summative assessments and in GCSE examinations; and also the preparation, planning and training needed.
