AFL is a teaching and learning strategy that generates feedback that is then used to enhance student performance. Students become more engaged in their education and feel more confident in the standards and content required to study.
One approach to think about AFL is to 'bridge the gap' between where a learner is now and where they want to go regarding learning and success. Competent instructors design assignments that assist students in doing this.
With AFL, students actively participate in their education and begin to "think like teachers." They carefully consider their current location, destination, and mode of transportation.
A system of assessment consisting of three distinct educational assessment kinds that serve various objectives depending on when they are delivered may be built based on what you require from your tests.
1. Diagnostic: Every evaluation of educational measures is made for a certain period and objective. When the test comes first, then the learning activity,it is called diagnostic because the results can be used to diagnose problem areas to focus on during the teaching to come.
2. Formative: When assessment happens during the learning process, these are called formative because the results can inform what to do next for individuals or groups of students as learning occurs.
3. Summative: Assessments are given after the activity of learning. Summative assessments are so named because the outcomes constitute a compilation of learning.
The role of a teacher is critical in AFL. AfL is very straightforward; A teacher must constantly assess what the students in their classroom have learned, what they have yet to learn, and their strengths and weaknesses.
In practice, though, this is very challenging, mainly when there are so many students in any given classroom, all with diverse needs, abilities, strengths, and weaknesses.
AfL takes two main approaches as follows:
Written By : Dr Sanjib Chakraborty