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AfL: Case studies

Case studies

Image: Assessment for learning - research into practice front cover Assessment for Learning: Research into practice (QCA, 2004)
This 10-minute video (in CD format) focuses on how two primary schools have taken forward some aspects of assessment for learning. It is aimed at raising awareness about assessment for learning and identifying some of its key features and was sent to LEA assessment advisers and teacher training institutions in England in April 2004 accompanied by QCA circular 210. The CD also includes the following additional resources: Assessment for Learning: Research into practice - Supporting evidence
This document supports the video and provides a starting point for discussion. It focuses on more actively involving children in their own learning, providing effective feedback, the impact of assessment on motivation and self-esteem, and the benefits of self-assessment. It was produced in conjunction with the two schools featured in the video and Shirley Clarke
Assessment for Learning: Research into practice - The schools
This document provides background information on St John's Cathedral Catholic Primary School in Landport, Portsmouth, and Isambard Brunel Junior School in North End, Portsmouth, the two schools featured in the video. Key characteristics of AfL: success criteria, peer assessment, planning strategies
Key stage: 1
Image: Assessment for learning - Involving pupils front cover Assessment for Learning: Involving pupils (QCA, 2003)
This 7-8 minute video (in CD format) focuses on how one secondary school has taken forward some aspects of assessment for learning. The video is aimed at raising awareness about assessment for learning and identifying some of its key features. It was sent to LEA assessment advisers and teacher training institutions in England in November 2003 accompanied by QCA circular 196. The following additional resources were developed to accompany this CD: Assessment for Learning: Involving pupils - The school
This document provides background information on Islington Green School in Islington, London, the school featured in the video. Assessment for Learning: Involving pupils - Case study for MFL
This case study illustrates how aspects of assessment for learning have been successfully applied in a modern foreign languages setting. Key characteristics of AfL: target-setting, oral feedback, peer assessment
Key stages: 2-3
How am I doing? How am I doing? (Suffolk LEA, 2001)


Summary of a survey of feedback and marking in key stages 2 and 3. Focuses on practice which has made a discernible difference to pupils' learning. Examples show how this has been achieved in a range of schools, and how different strategies have been effective in different situations and subjects.
Key stages: 2-3
'How do they walk on hot sand?' Using questions to help children learn (Suffolk LEA, 2001)


Presentation of the results of action research undertaken by teachers in Suffolk following a survey of classroom assessment. Findings are used to make practical suggestions for improving questioning techniques and stimulating intellectual challenge to pupils.
Key characteristics of AfL: effective questioning
Key stages: 1-3

Gillingham Partnership Formative Assessment Project Gillingham Partnership formative assessment project: interim report on the first term of the project -
communicating learning intentions, developing success criteria and pupil self-evaluation, Shirley Clarke, Bet McCallum and Grace Lopez-Charles (2001)
This is the first part of a report on an evaluation project on formative assessment strategies in the Gillingham education action zone, based on findings from Inside the black box. The report describes interventions and research into sharing learning intentions, developing success criteria and self-evaluation. The findings are analysed to suggest ways forward.
Key characteristics of AfL: sharing learning intentions, success criteria, self-assessment
Key stages: 1-2
Gillingham Partnership Formative Assessment Project Gillingham Partnership formative assessment project: interim report on the second term of the project -
oral feedback and marking against learning intentions, Shirley Clarke and Bet McCallum (2001)


This is the second part of a report on an evaluation project on formative assessment strategies in the Gillingham education action zone, based on findings from Inside the black box. The report describes interventions and research into oral and written feedback. The findings are analysed to suggest ways forward.
Key characteristics of AfL: sharing learning intentions, success criteria, self-assessment
Key stages: 1-2
Gillingham Partnership Formative Assessment Project Gillingham Partnership formative assessment project: final report on the third term of the project and final conclusions - third term focus: target setting, Shirley Clarke and Bet McCallum (2001)


This is the third part of a report on an evaluation project on formative assessment strategies in the Gillingham education action zone, based on findings from Inside the black box. The report describes interventions and research into target setting. The findings are analysed to suggest ways forward.
Key characteristics of AfL: target setting
Key stages: 1-2
Secondary assessment practice Secondary assessment practice: self evaluation and development materials (AAIA, 2002)


Booklet encouraging practice that supports learning and teaching by emphasising the evaluation, review and development of processes associated with assessment, recording and reporting. Divided into eleven sections dealing with different aspects of assessment, each including commentaries on current practice, a self-evaluation checklist, and quotations from pupils, parents and teachers.
Key characteristics of AfL: planning, marking and feedback strategies, formative use of summative assessment
Key stages: mainly 3
Self-assessment Self-assessment (AAIA, 2002)


Booklet presenting research into ways of encouraging teachers to use self-assessment as a means of promoting and monitoring children's learning. The main characteristics of self-assessment are described in detail and six case studies demonstrate how different strategies can be used to engage children.
Key characteristics of AfL: effective questioning, peer and self-assessment
Key stages: 1-4

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