The Impact Assessment For Learning

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Introduction
Despite the amount of current research on the impact assessment for learning (AfL) strategies have had on student’s achievement levels across the secondary curriculum, there has been limited attention on its effect on students within design and technology and more specifically textiles.
This critical evaluation therefore reflects upon a range of AfL strategies used within a unit of work on construction techniques for a year 10 textiles class at School X. The analysis was made across 3 consecutive lessons over 3 weeks, each lesson would include a different AfL strategy or a combination of a range of different strategies.
School X is a small academy comprehensive providing secondary education to mixed gender 11-16 year olds with an above average percentage of SEN students. This group consists of 17 students, all female, with a mixture of high and low attainers and 3 SEN pupils who all have mild learning difficulties (MLD) and lack of confidence within themselves and their work.
At School X, they hold strong belief that AfL needs to be a part of every lesson to create independent learners. They focus on lessons driven by WALT (we are learning to) and WILFs (what I am look for) as well as rich questioning, peer- and self-assessment, amongst many other key strategies to develop learners to their full potential.
Within textiles technology as well as other practical based subjects marking work can be very subjective and so it can be tricky at times to mark work in a
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