What is the issue being addressed here? A key breakthrough in the development of trainee understanding occurs when they make connections between ongoing formative classroom assessments, assessment records and planning for progression and differentiation. Evidence suggests that using a simple chart format for records of assessment can actually facilitate development of that breakthrough.

What is the record keeping format being recommended? The format uses one sheet per subject area (and class, at secondary level). It is divided into columns. The names of all the children in class are added in order in column 1 and copies are then made for all the subject areas - and classes - being taught. Each subsequent column is then reserved for a distinct learning outcome, worded as a success criterion, from the planning. Ideally these are arranged in developmental order acroos the sheet, so that as one criterion is met, the next column presents the next level of development or the next target. Symbols are used to represent the degree to which the learning outcome has been met: not at all; with assistance; on reminding; independently. Many students and teachers like to use a three colour traffic lights system, but that often omits the most important level: that of independent usage. Independent usage requires later assessment, away from the lesson in which it was introduced, since that would still count as at a reminded level. See the attached EXAMPLE for an illustration of a blank record sheet. Click here for example

Trainee Development Observations of, and discussions with, trainees at different stages in their development reveal a typical pattern to their development, shown in the box, when they have been helped by using this recording format. Without it, many trainees have taken longer to move to the last stage. Many trainees prefer to use a 'traffic lights' system of three colours, corresponding to: no understanding/skill evident yet; can do with help; can do without help (i.e. independently). However, the so-called independent level here is usually assessed within the same lesson or sequence of lessons in which the skill/knowledge was taught, and so is still at the level of support. Truly independent learning is only shown by children several weeks after the teaching, and is what the children truly take away as learning so, ideally, a fourth stage is needed.

What is the evidence for its importance and success? A sample of 7 trainees on their final placement of a three year ITT programme were monitored in Spring, 2007, and two professed difficulties in finding a useful format for records of assessments, so the format given here was suggested. They reported a breakthrough in their understanding (Stopp, 2008). The format was therefore given to a further seven trainees to try out on their penultimate placement in summer, 2007. Six of the seven reported in their end of placement evaluations on the significant benefits gained from using this format. Their reports are attached here. It will be seen that of the seven: six refer to the format as a new one for them; 4 comment on it being useful, and three that it had improved the assessment process for them. Three of them specify that it enabled them to set targets. Overall, then, it is possible that use of the format might have facilitated understanding in the trainees of the process of AfL in practice, perhaps thereby benefiting their progression on placement. All seven achieved a high level of performance overall. Trainee Evaluations

References: AAIA (2001) Primary Assessment Practice: evaluation and development materials. AAIABlack, P. and Harrison, C. (2001) Feedback in questioning and marking: the science teachers role in formative assessment. School Science Review 82 (301) 55-61 Black, P., Harrison. C., Lee. C., Marshall, B., and Wiliam, D. (2003) Assessment for Learning: putting it into practice. Maidenhead: Open U. P. Clarke, S. (2001) Gillingham Partnership Formative Assessment project, 2000-2001 Goldsworthy, A., Watson, R. and Wood-Robinson, V. (2000) Targeted Learning: using classroom assessment for learning. Hatfield: A.S.E. Hughes, P (2002)(2nd Ed) Principles of Primary Education: study guide London: David Fulton Moon, J. (1999) Reflection in Learning and Professional Development: theory and practice. London: Routledge Falmer Naylor, S. and Keogh, B, with Goldsworthy, A. (2004) Active Assessment: thinking, learning and assessment in science London: Fulton Neesom, A. (2000) Report on Teachers Perception of Formative Assessment London: QCA Ofsted (2003a) The National Literacy and Numeracy Strategies and the Primary Curriculum London: Ofsted Ofsted (2003b) Good Assessment Practice in Science London: Ofsted Primary National Strategy (2004) Excellence and Enjoyment: learning and Teaching in the Primary Years: Planning and assessing for learning: Assessment for Learning DfES QCA (2003) Assessing Progress in Science: Units London: QCA Stopp, P (2008) From feedback to dialogic review: using reflective dialogue in post-lesson observation sessions on an ITT placement. M.A. dissertation, Bishop Grosseteste University College, for University of Leicester.

Research Summary The development of Assessment for Learning (AfL) skills for teachers has been, in recent years, identified as a key need (vis. Neesom, 2000; Ofsted, 2003a) and a target of the National Strategies (e.g. Primary National Strategy, 2004). It can hardly be surprising therefore that it figures as one of the difficult aspects for ITT trainees to take on board in their practice. Two of the East Midlands Partnership Development School Clusters identified it as a key current (2006/7) focus of their concern – a priority that trainees find difficult to address well. In the research for my M.A., (Stopp, 2008) I recorded post-placement interviews with 8 primary trainees whom I had mentored as their tutor on final placement in Spring, 2007, and several of them revealed a struggle with assessment for learning, identifying it as an area difficult to come to terms with. For two of them it was, perhaps, the major area for development. That seemed late to be still developing it on final placement, yet both were very intelligent, high-performing trainees, one of whom had been struggling with the process on several placements over two years. It was in discussions with her that I began to wonder how significant the development of understanding of this key process might be for their overall development. I tried out a concept map approach with each of the eight trainees after their placement and there appeared to be some correlation between the ways their concept maps were organised and their overall achievements on their final placement. As a consequence of that, in my subsequent mentoring of another seven ITT trainees, this time on their penultimate placement, I deliberately introduced each of them to a system for recording assessments, which I had previously evolved with trainees over a number of years and had found it to have helped them. Furthermore, one primary school, having seen its use by students on placement there, had adopted the same process and format for use throughout their school, which lent it some credibility even as a longer term usable format. There are a number of similar formats developed by LAs and commercial organisations (e.g. Goldsworthy et al, 2000; Hughes, 2002:64), so the format seems to be of longer term practical value and feasible for use. I was unable to directly interview the seven after their penultimate placement, to find out how they had found use of the format. However, weekly observations and their follow-up discussions had revealed some confusions with it at first. Students wanted to put a date on each record, or to use a separate sheet for each week, and also found it difficult at first to be precise regarding observable learning outcomes. However, with weekly guidance, they adjusted and seemed to take the format in their stride and even appreciate its value to them. At the same time, their focus for evaluations became more upon learning by the children, rather than upon their own performance; and differentiation grew, using the records to facilitate that. My own observations of them in practice confirmed that they had all developed over the placement to a point where they had a sound understanding of the processes of AfL and were practising it competently. After the placement, the trainees completed an evaluation form for their Programme team. As it happened, I was asked to collect in my trainees forms and so I was able to see their responses to the section on assessment. All seven are copied in the Evidence for Success section. Much of the research and writing on AfL relates to classroom processes (interactions) (e.g. Clarke, S, 2001; Black & Harrison, 2001; Black et al, 2003; Ofsted, 2003b; QCA, 2003; Naylor et al, 2004: click here for some recent research) and there is very little on the actual processes of record-keeping, even in the key publication by the Association of Assessment Inspectors and Advisors (AAIA, 2001) which has just over half a page on this aspect, identifying issues, but not actual processes. Eisner (reported in Moon, 1999) postulated that processes of representation in themselves may be important to the facilitation of learning. Perhaps the structured use of such a recording approach acted in a similar manner?