Assessment for learning is the process of using classroom assessment to improve learning, whereas assessment of learning is the measurement of what pupils can do.

In assessment for learning:

• teachers share learning targets with pupils
• pupils know and recognise the standards for which they should aim
• there is feedback that leads pupils to identify what they should do next in order to improve
• it is assumed that every pupil can improve
• pupils review and reflect on their performance and progress with teachers and they develop skills in peer- and self-assessment.

Assessment for learning is one of the most powerful ways of improving learning and raising standards. Actively involving all pupils in their own learning, providing opportunities for pupils to assess themselves and understand how they are learning and progressing, can boost motivation and confidence.

Assessment for learning should be part of effective planning of teaching and learning strategies that address the diverse needs of different groups of learners, and should acknowledge the barriers to learning that some of them encounter.

In planning for the inclusion of newly arrived pupils there are specific issues that teachers consider when assessing pupils' learning needs:

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Providing a secure learning environment

Many newly arrived pupils will need support to settle into school and their learning. Some pupils, including asylum seekers and refugees, may also be managing difficult transitions and may need time to adjust to an unfamiliar classroom environment. Feeling secure in the classroom assists in this transition.

Developing confidence and motivation

Some newly arrived pupils may feel insecure and lacking in confidence initially. It is essential that teachers plan activities that enable newly arrived pupils to take part in lessons and make a full contribution. Assessment that encourages learning fosters motivation by emphasising progress and achievement rather than failure. Teachers should also be aware of the impact that comments, marks and grades may have on newly arrived pupils' confidence and enthusiasm. Constructive feedback can be a highly effective tool.

Acknowledging pupils' previous schooling experience, knowledge and skills

Pupils respond well when schools and teachers acknowledge and value the knowledge and experience that pupils from overseas bring. By pinpointing pupils' strengths and achievements, teachers will be better placed to identify the next steps in their learning and to plan appropriate tasks and activities.

Effective admission procedures can help schools identify pupils' prior education experiences, knowledge and aspirations. The 'Admission procedures' area of this site offers further guidance on this.

The process of initial assessment of the language and learning needs of new arrivals will also assist teachers in building on previous learning. The 'Initial assessment' area of this site provides further guidance.

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Showing awareness of diverse needs and backgrounds

Some pupils from overseas will have experienced very formal teaching and learning approaches and may be unfamiliar with self-assessment tasks. Sensitivity is needed when asking a pupil with different individual and cultural attitudes about personal achievements and information.

The 'Country information' area of this site offers more information on education systems in different parts of the world.

Planning for the needs of pupils with English as an additional language

Teachers will need to assess pupils' fluency in English when planning learning activities. Pupils may need opportunities to become familiar with the language structures and vocabulary structures used when evaluating and commenting on their learning.

Assessment strategies with new arrivals: some suggestions

Teachers can consider a range of strategies for ensuring that newly arrived pupils understand the goals they are pursuing and how they can take a full part in assessing their learning. These include:

• allowing time for pupils to adjust and become familiar with the structure and pace of lessons
• providing positive and constructive feedback
• considering class groupings carefully to enable pupils to work together collaboratively and to talk about learning
• providing opportunities for peer feedback
• ensuring learning objectives are explained clearly through visual supports
• providing key visuals and displays that illustrate the process of tasks and the steps to take
• including opportunities for pupils to build on existing knowledge
• planning opportunities for pupils to prepare and practise the language structures used for self-evaluation and assessment
• providing opportunities for pupils to use their first-language skills for reflection and self-assessment.

Case study

Newly arrived pupils: assessment for learning of mathematics

South Camden Community School is a mixed comprehensive in the London Borough of Camden. The school manages high levels of pupil mobility. This case study describes how the school's EMA team works closely with staff in the mathematics department to use assessment to raise the achievement of newly arrived students.

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Useful weblinks

Please note: QCA is not responsible for the content of external sites

Assessment Reform Group
Assessment for learning: 10 principles is a leaflet summarising the essential features of assessment for learning in an accessible form. The leaflet is available to download.

DfES: Key stage 3 national strategy
This website contains useful publications, some of which are listed below.

DfES: Making assessment work
This document provides information on the year 7 and year 8 optional s in English. The tests offer schools a means of monitoring pupils' progress in key stage 3 in the years between the statutory tests at years 6 and 9. The tests may be used when schools choose, as a summative end-of-year test or at any point in the school year to give valuable diagnostic information about pupils' strengths and weaknesses. It also suggests ways to analyse pupils' performance to identify priorities in future classroom and departmental planning.

DfES: The assessment of pupils learning English as an additional language
This document focuses on pupils learning EAL. It offers guidance to schools on the effective assessment of their EAL learners so that they may make rapid progress during key stage 3. The focus is on how data gathered through assessment of learning can be used formatively and feed back into classroom planning, teaching and learning. Some of the case studies also include helpful assessment for learning models which are also contributing to pupil attainment in these schools.

DfES: Assessment in mathematics toolkit to support pupils for whom English is an additional language
This key stage 3 mathematics toolkit, available on a CD-ROM, is a suggested method of gauging whether pupils in the early stages of learning English will be able to access the mathematics in the planned teaching programme for the year group concerned. It provides a useful starting point to enable teachers to:

• identify strengths and gaps in pupils' mathematics learning
• provide appropriate mathematics teaching to secure progress.

DfES: Assessment for learning: whole-school and subject-specific training materials
The materials build upon existing key stage 3 strategy training materials. Units 1 and 2 are revised versions of the foundation subjects training modules 1 and 2 and provide an overview of assessment for learning. The other units draw together key messages from existing strategy material and also introduce some new ideas. The assessment for learning training thus provides a coherent and accessible platform for schools relatively new to assessment for learning and, for others, materials to help teachers refocus on some of the more challenging areas of assessment for learning.

The assessment for learning units are generic. They are designed to support whole-school training and lead to more subject-focused development work in individual departments. The units are to be used selectively according to a school's context and need.

DfES: Interactive assessment methods
There is a close link between assessment for learning and working towards independence. In this case study pupils are encouraged to reflect on their own learning. Teachers will access the menu and plan for assessment as appropriate for different classes. An example of the assessment menu used is available to download.

QCA: Assessment for learning
This part of the QCA site provides guidance to support teachers who wish to integrate the key principles of assessment for learning into their classroom practice. You will also find a range of assessment for learning resources in this area of the site.

QCA: Assessment for learning: using assessment to raise achievement in mathematics in key stages 1, 2 and 3
This document provides guidance on how using effective strategies for formative assessment can lead to significant improvements in the performance of pupils. It provides information on:

• involving pupils in assessing their own performance
• setting learning goals for pupils and sharing these with them
• using effective questioning techniques to assess and further pupils' learning
• using marking and feedback strategies to inform pupils about their progress

QCA: A language in common: assessing English as an additional language
For teachers working with EAL pupils. The guidance contains key points relating to the assessment of pupils learning EAL, including assessment scales linked to English NC levels, guidance and exemplifications.

Portsmouth Ethnic Minority Achievement Service: Assessment principles
In this guidance, each principle is followed by a list of questions that schools can answer to self-evaluate their practice.

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