WHAT IS ASSESSMENT FOR LEARNING?


AfL is essentially about informing learners of their progress to empower them to take action to further improve their performance. AfL strategies should provide quality feedback to learners based on, for example, an interim assessment decision. The feedback should be individual and, by its very nature, has the facility to support weaker learners and challenge more able learners.


current ‘working at’ grade and provide an initial assessment. Having this vital information resulted in us giving learners clear guidance and support on the topics they needed to focus on. It allowed teachers to plan and differentiate their classroom based on these outcomes. Target setting was closely linked


to assessment criteria and interim assessments were developed to track learner progress. Reviews of teaching and learning indicated learners were more aware of their targets and we had really positive feedback from the staff involved, with many saying that the new diagnostic had given them more confidence with their outcome predictions. Following an English project in 2015-


16, preparing for the new specification’s implementation, high grade outcomes for English GCSE improved by just over 20 per cent in 2016/17, with a further improvement of five per cent in 2017/18. We continue to perform well against national benchmarks. The GCSE maths team developed their diagnostic assessments during 2017-18 and we have seen a six per cent improvement in higher grades. If you want to find out more, I’d be delighted to discuss this further with readers – just drop me an email on rebecca.matthews@stockton.ac.uk


MEET YOUR REGIONAL MATHS SPECIALISTS


Lianne Abraham North East


I work with a team of specialist teacher educators at Success North CETT (Centre for Excellence in Teacher Training) where we adopt a unique team approach to the Regional Specialist Lead role. lianne.abraham@ncl-coll.ac.uk


Sue Lownsbrough North West and Cumbria I have many years’ experience managing maths and English provision in a further education college and have taught English, ESOL and teacher education.


sue.lownsbrough@gmx.co.uk


Gail Lydon Yorkshire and Humberside I have supported management and practitioners in the development of maths and English provision across a range of settings in the FE sector since 2000. gaillydon@me.com


Dianne Robinson East Midlands


I am an experienced practitioner, with over 20 years’ experience of working in a range of post-16 contexts, including further education, adult and community, and work-based learning. dianne_robinson@ntlworld.com


Paul Stych West Midlands and South West I work as an advisor, writer and trainer, with extensive experience in writing and delivering CPD, particularly around active learning and maths. I also support and mentor both individuals and organisations. pstych@icloud.com


Claire Callow South East


I am a former Head of English with broad experience in teacher training and consultancy. I write and deliver CPD training on teaching and embedding maths and English, behaviour management, resilience and engaging difficult learners.


clairelcallow@gmail.com


Bob Read East England I have worked in maths and English support as a teacher, curriculum manager and teacher educator in FE colleges and adult and community learning (ACL), and on workplace programmes. I facilitate various networks in the Eastern region for both


managers and practitioners. bob.read@acer.ac.uk


Sonia Thomas London


I am an English and maths specialist with more than 26 years’ experience of working in senior leadership and middle management roles in London colleges, including the management of English, maths, IT and learning support.


sonia.thomas@etfoundation.co.uk


Rebecca Matthews is head of department: English, maths, ESOL and alternative provision at Stockton Riverside College.


For full information on all maths and English support visit the ETF website or, if you’re reading your inTuition English supplement digitally (available to SET members who log in), then simply click the following link: bit.ly/CPDMathsandEnglish


InTUITIONMATHS • AUTUMN 2019 15


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