APP - Your school may be introducing APP, however senior management teams need to be made aware of the proposed changes in MFL NC level descriptors which have not yet been finalised. All subject advisors are united in reminding schools that APP should not be carried out more frequently than termly, anything more frequent can not possibly be in enough depth and would not be in the spirit of APP, nor would it allow time for moderation between department and other schools. Training will be offered later in the 09/10 academic year as we receive advice from National Strategies & QCA.

What is assessment for learning?

· Characteristics of AfL
· AFL checklist

Why use assessment for learning in MFL?
· It provides appropriate information to be used in sharpening the focus of teaching.
· It is greatly motivating and engaging for learners.
· It saves time and allows us all (teachers and learners) to be more efficient.
· It works!

What does effective assessment for learning in MFL look like?
· Learning goals are shared, taking time to explain:
– what learners already know and can do
– what they are going to do and how they can draw on previous knowledge to do so
– how work is going to be assessed/what the criteria are.
· Feedback is focussed on how to improve, not on vague encouragement but targeted guidance.
· Feedback is on-going, not just at the end of a task or lesson.
· Oral feedback is better than written. It results in dialogue and involves pupils’ responding not just receiving feedback.
· Written marking is minimised. Indeed written tasks are more likely to be drawn out over time with opportunities for re-drafting about self and peer evaluation).

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

Pitfalls of assessment for learning
· It can become an end in itself & can take a long time to master.
· It can take time away from teaching and learning.

Examples of assessment for learning
· The Optional training video which should have been sent to your school in 2003, contains some interesting examples. See also section 5 of the Optional training on Practice in which Mark's lessons on peer evaluation is particularly relevant.
· When giving a task which will be assessed, be very specific about the criteria by which it will be judged.
· When giving written feedback, don’t focus on grades achieved, but what has to be done to improve.
· Give writing tasks over time with opportunities for re-drafting after discussion. to read full details of the changes & take part in the questionnaire / consultation.

Assessment for learning in MFL: