1.3 Explain the characteristics of assessment for learning

This guide will help you answer 1.3 Explain the characteristics of assessment for learning.

Assessment for learning is an approach that places the learner at the centre of understanding their own progress. It is a continuous process that happens during learning activities. It helps both educators and learners to see how learning is developing and what changes may be needed to improve outcomes.

This type of assessment is different from large end tests or exams. It is not focused only on grading but on shaping and supporting the learning process. The aim is to help learners know what they are doing well and where they need to improve while learning is still taking place.

Key Characteristics of Assessment for Learning

Several features make assessment for learning effective in schools and colleges. These features focus on engaging learners, providing useful feedback, and making teaching more responsive.

Ongoing and Continuous

Assessment for learning happens during teaching and learning, not only at the end of a topic. The teacher collects information about how the learner is doing in real time. This means feedback can be given straight away, allowing learners to adjust their work and thinking.

For example, a teaching assistant might notice a pupil struggling with a maths method during class and give quick guidance that helps correct the misunderstanding before it becomes a habit.

Focused on Progress

It looks at how learners are moving forward rather than only the final outcome. It pays attention to improvement, effort and understanding. This helps motivates learners and supports their sense of achievement.

Progress tracking can be visual with charts, stickers or simple notes in a learner’s book. These small signs show that learning is advancing.

Clear Learning Goals

Learners are told exactly what they are expected to learn. Teachers and teaching assistants make sure goals are expressed in simple and clear language. This makes it easier for learners to aim their effort and understand why they are doing each task.

Clear goals mean learners can judge their own progress and identify gaps themselves.

Shared Understanding of Criteria

Assessment for learning works best when learners understand the success criteria. These criteria describe what good work looks like. They are given before a task starts so learners can work with them in mind.

For example, before a writing task in English, learners might be told that a good piece will include correct punctuation, varied sentence starters and clear paragraphs.

Effective Feedback

Feedback is at the heart of this approach. It should be timely, specific and constructive. It tells the learner what they did well, what needs improvement and how to improve it. Feedback can be verbal or written but should guide action.

For effective progress, feedback needs to be personal to the learner’s work and provided soon after it is done so they can make changes right away.

Learner Involvement

Learners take an active role in assessing their own work. They might use checklists, traffic light systems or peer review sheets. By comparing their work against the criteria, they can develop the skill of self-assessment.

This builds independence and confidence. It helps them to take responsibility for their own learning.

Adaptable Teaching

Teachers and support staff use the information from ongoing assessment to adjust lessons. They may change activities, reteach a concept or provide extra resources for certain learners. This keeps teaching aligned with learner needs.

Methods Used in Assessment for Learning

Assessment for learning can be done in different ways. The most effective approach mixes several techniques so information is gathered from various sources.

• Observation: Watching how a learner completes a task provides insight into their understanding and skills.
• Questioning: Asking open questions encourages learners to explain reasoning and identify gaps.
• Peer Assessment: Learners give each other feedback based on agreed criteria.
• Self-Assessment: Learners reflect on their own performance against the success markers.
• Learning Conversations: Short discussions about work help learners see what is going well and what they can change.
• Review of Work: Looking at the learner’s written or practical work and noting strengths and areas to develop.

The Role of the Teaching Assistant

In assessment for learning, teaching assistants (TAs) play a vital part. They often work closely with small groups or individual learners, giving detailed feedback and encouragement. TAs can help collect useful assessment information for the teacher by:

• Checking learners’ understanding during class.
• Reporting observations on how tasks are being approached.
• Giving supportive guidance to help learners reach the learning goal.

TAs often notice small signs of progress or struggle that may be missed in a large group setting. This can be an important source of information for the teacher when planning next steps.

Supporting Different Needs

Assessment for learning relies on being aware of each learner’s needs. Learners may have special educational needs or language barriers that affect their progress. Support strategies could include:

• Simplifying instructions.
• Using visual aids or prompts.
• Providing extra time on tasks.
• Offering different formats for showing learning, such as oral presentations instead of writing.

By matching teaching to the learner’s current skills and understanding, assessment for learning helps every pupil to move forward.

Benefits to Learners

The characteristics of assessment for learning bring several positive outcomes for learners.

• Improved confidence: Knowing exactly what they are working towards helps learners feel more in control.
• Faster improvement: Ongoing feedback during learning gives a chance to make corrections right away.
• Greater independence: Self-assessment skills help learners monitor their own progress.
• Better motivation: Tracking progress and celebrating successes keeps learners engaged.

Benefits to Teachers and TAs

Teachers and teaching assistants also gain from this approach. It provides detailed, current information about learner progress. This means plans can be adjusted promptly and teaching can be more effective. It reduces wasted time on methods that do not meet learner needs. It supports a strong partnership between teachers, TAs and learners.

Practical Examples

Here are some ways assessment for learning can be applied in different subjects.

English

A TA might work with a small group on a piece of creative writing. Before starting, the group discusses what features make a strong story. As learners write, the TA listens to ideas and asks questions that push their thinking. At the end, each learner checks their work against the success criteria.

Maths

During a lesson on fractions, the teacher asks questions to check understanding. Learners use coloured cards to show if they are confident, unsure or need support. The TA works with learners showing red cards to review earlier steps and rebuild understanding.

Science

In a practical experiment, learners fill in a sheet showing each step and result. The teacher and TA review the sheets during the activity and help learners correct any errors before moving on.

Making Feedback Work

For feedback to be effective in assessment for learning, it should:

• Be clear and specific.
• Focus on improvement, not just mistakes.
• Be timed so learners can act on it quickly.
• Be linked directly to the success criteria.
• Encourage learners to think about how they can improve next time.

Avoiding vague comments and giving direct advice helps learners understand what changes will make their work better.

Building a Learning Culture

Assessment for learning only works well when the classroom climate supports openness and respect. Learners need to feel safe to take risks and make mistakes. Teachers and TAs can encourage this by praising effort, allowing different ideas, and making feedback a regular, positive part of lessons.

When learners see assessment as a way to help them rather than judge them, they become more willing to take part.

Challenges and Solutions

This approach can be harder if:

• Large classes limit individual feedback time.
• Learners are reluctant to assess themselves or peers.
• Success criteria are unclear.

To address these challenges, staff can:

• Use quick methods like thumbs-up/thumbs-down signals.
• Provide short, structured self-assessment forms.
• Spend time at the start explaining success criteria.

Small adjustments can make the process smoother and more effective.

Final Thoughts

Assessment for learning is most successful when it is part of everyday teaching. It builds on clear goals, shared criteria, useful feedback, learner involvement and adaptable teaching. It works in real time to keep learning on track and supports the success of each learner.

For you as a teaching assistant or learning supporter, being active in the process makes a real difference. By observing, questioning, guiding and reporting, you help personalise the learning experience. Small actions during lessons can have lasting effects, giving learners the timely support they need to keep making progress.