Three steps to successful assessment for learning | Gordon Stobart
#MyELTOC
We all want our students to be effective learners – but what does this mean? Assessment for Learning looks how we can use our everyday classroom teaching to encourage students to learn more deeply and monitor their own progress. In this session, we will guide you in understanding and implementing its three key elements: effectively diagnosing learners’ current levels, clarifying learning objectives and success criteria, and providing feedback that helps learners bridge the gap between their current and desired performance.
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Gordon Stobart is Emeritus Professor of Education at University College London and an Honorary Research Fellow at Oxford University. Having worked as a secondary school teacher and an educational psychologist, he spent twenty years as a senior policy researcher, firstly as head of research at an examination board, then at government education agencies. He was a founder member of the Assessment Reform Group which has promoted classroom Assessment for Learning (AfL) internationally. He has written on both assessment (Testing Times: The uses and abuses of assessment, Routledge) and learning (The Expert Learner: Challenging the myth of ability, McGraw-Hill). He continues to write on how we learn and how we develop skills. He is a former editor of the international journal Assessment in Education: Principles, Policy and Practice.
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