AfL – a simple and effective way of setting targets and giving feedback.

Who is it for?

This idea is for anyone wanting to set work with precise targets and quick, effective marking.

Outline of the idea:

You write the title of the task and then draw a simple table of three columns.  In the first column you list the targets you want the students to achieve.  The next column is headed with  ‘Me’ – ie.  the student. The third column is headed with your name.  The two columns have bullet points in line with the targets.  Eg:

What do we learn about the character of Eddie in the opening pages of A View from the Bridge?

How it worked:

In the above example, I’m trying to get the students to focus on the structure of their essays, as well as the content.  The targets can also be personalised for individual students, so differentiation can be built in. Keep referring the students to the targets as they perform the task.  When they have finished, before handing in, the students complete their column, ticking where they have met their targets –and recognising if they have not.  They can write comments and ask you questions in their column.  When you mark, you tick and annotate next to the bullet point in your column, rather than writing on the body of the work.  It’s fast, focused, and effective!

I learnt this from Iain Walker, English AST. I use this a lot with all kinds of groups, mainly for writing tasks, but it would work equally well for giving feedback on a range of activities where precise outcomes are required.

Next Steps:

I’m going to use it next when setting a GCSE Oral English assessment, using objectives drawn directly from the mark scheme.   I think it would transfer particularly well to Humanities subjects.