Chasing our tails – is AfL all it’s cracked up to be?

chasing-tail

Is it blasphemous to doubt the efficacy of AfL? We teach in a world where formative assessment has become dogma, and where feedback is king. (I’m not about to start upsetting the feedback applecart although there are occasions when pupils can benefit from it being reduced.) But AfL? I’m not just talking about some of the nonsense that gets spouted about lolly sticks and traffic lights, I’m questioning the entire foundation. Is assessment for learning really all it’s cracked up to be, or is it just me?

Continued in Chasing our tails – is AfL all it’s cracked up to be?

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1 Response to Chasing our tails – is AfL all it’s cracked up to be?

  1. Janette Baker says:

    AfL takes an awful lot of teaching time by the time you have gone through the process of assessing, feeding back, getting pupils to set targets & then reviewing them later on… time when you are reduced to 2 hours a week at GCSE that I’d rather be spent on teaching!

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