The following suggests some teaching strategies that will support the development of assessment for learning in your classroom.

#### Key Characteristics of Assessment for Learning and Teaching Strategies

Sharing learning objectives with students

- Share learning objectives at the beginning of the lesson and, where appropriate, during the lesson, in language that students can understand
- Use these objectives as the basis for questioning and feedback during class discussions.
- Evaluate this feedback in relation to the achievement of the learning objectives to inform the next stages of planning.

Click here to watch Engage NY video (2:10 minutes) **Teacher communicates expectations for learning.**

Teacher’s **purpose for the lesson** or unit is clarified through a Q & A with the students.

[EngageNY]. (2015, Nov. 18). Teacher communicates expectations for learning – Example 2. [Video File].

Helping students to know and recognize the standards they are aiming for

- Show students work that has met the criteria with explanations of why
- Give students clear success criteria and then relate them to the learning objectives
- Model what it should look like, for example, exemplify good writing on the board
- Ensure that there are clear, shared expectations about the presentation of work
- Provide displays of students’ work which show work in progress as well as finished products

Click here to watch the Engage NY video (1:16 minutes) **Teacher communicates expectations for learning**

Teacher’s purpose for the lesson or unit is clear, and includes where it is situated within broader learning, as demonstrated by student knowledge of **key vocabulary.**

[EngageNY]. (2015, Nov. 18). Teacher communicates expectations for learning – Example. [Video File].

Involving students in peer and self-assessment

- Give students clear opportunities to talk about what they have learned and what they have found difficult, using the learning objectives as a focus
- Encourage students to work/discuss together, focusing on how to improve
- Ask students to explain their thinking: ‘How did you get that answer?’
- Give time for students to reflect upon their learning
- Identify with students the next steps in learning

Click here to watch this Video from Engage NY (3:18 minutes). **The teacher uses formative assessment to monitor and adjust pacing.**

The teacher uses a variety of formative assessment moments to monitor the progress of individual students. The students self-assess progress and assist each other as necessary.

[EngageNY]. (2016, Jan 12). Teacher uses formative assessment to monitor and adjust pacing- Example 6 [Video File]. Retrieved from

https://youtu.be/x4Wk_x3Zc2I

Providing feedback that leads students to recognizing their next steps and how to take them

- Value oral as well as written feedback
- Ensure feedback is constructive as well as positive, identifying what the student has done well, what needs to be done to improve and how to do it
- Identify the next steps for groups and individuals as appropriate

Click here to watch Engage NY video (2:17 minutes) **The teacher provides feedback to students**

The teacher’s feedback to students is timely, uses a **common rubric**, and connects to specific examples from the students’ work.

[EngageNY]. (2015, Dec. 4). Teacher provides feedback to students- Example 10 [Vide

Promoting confidence that every student can improve

- Identify small steps to enable students to see their progress, thus building confidence and self-esteem
- Encourage students to explain their thinking and reasoning within a secure classroom ethos

Involving both teacher and student in reviewing and reflecting on assessment information

- Reflect with students on their work, for example through a storyboard of steps taken during an investigation
- Choose appropriate tasks to provide quality information (with emphasis on process, not just the correct answer)
- Provide time for students to reflect on what they have learned and understood, and to identify where they still have difficulties
- Adjust planning, evaluate effectiveness of task, resources, etc. as a result of assessment

(Adapted from Assessment for Learning Introduction, section How)