CPD on showing progress in lessons and over time

1. On the yellow card write
examples of AfL(formative)
and on the white write
examples of summative
assessment.
Which of these is something that takes
place regularly in lessons?
Idea 1 – Boarding pass and Departure card. Allows to recap learning, link
today’s learning to past and future learning. Quickly focus on learning
objectives. Allows for a clear continuation through the lesson.

2. Assessment for Learning –
showing progress
1. Progress during lessons
2. Progress over time
Success Criteria
• To know the importance of both
• To leave with a few ideas of how to show/see progress
during lessons and over time.
What is AfL?
• Need to assess progress (beg, mid and end of lesson is the
usual structure).
• Must ACT on the progress, so if some falling behind or not
progressing as should, need to do something about it
(differentiation/access). Also someone meeting all
criteria, need to stretch them.
Clear L.O and success
criteria, that thread
through the lesson, are
crucial.

3. I know what AfL is and loads of ideas that I use. I use AfL
in every lesson.
3
Certain Uncertain
Possibly, probably,
not sure, maybe,
perhaps, sure,
certain…
Idea 2 – line of confidence during lesson, different colour post it notes for
different points in lesson (shows progress)

4. Idea 3 – Three Tiers of Progress. This is a visual way for the students to
see the progress that they are making in the lesson. It can be a display
board in the classroom or simply a template displayed on a power point slide.
The board is divided into three horizontal columns, each column containing
the title “Novice, Apprentice and Expert”. Students either have small
pictures of themselves or just their name and move themselves into the
category that best suits them at that particular time in the lesson.
Students should be using the success criteria in the lesson to move
themselves higher up the tiers – the aim is to become an expert in the topic
by the end of the lesson.
Idea 4 – Track Racing. Display the image of a track and use the structure
of a race as a way of students demonstrating progress.
Stage 1 is the start line: what do they know already? Annotate their track
or make a statement in their book.
Stage 2: First bend/hurdle. After having taught a little content, what can
they add to their initial thoughts/knowledge?
Stage 3: Halfway round the track. What else can be added? Can they
formulate a question?
Stage 4: Final bend. How can they start to piece the information together?
Stage 5: Finish line. Answer to key question or lesson objective.

5. Idea 5 – progress clocks, pies and pizzas. Students are issued with a
template of a blank clock/pizza/pie. The clock face is divided into four, each
quarter represents a section of the lesson. The first part is to find out what
the students know about a topic. This could be a completely new topic or one
that you taught last lesson and are going to expand upon. The clock is
revisited throughout the lesson and used a mini plenary check. Students use
this alongside success criteria so they can see themselves how much
progress they are making and what they need to do to achieve the next
level.

6. However, it is NOT AfL if you
don’t do something based on what
you find.
• If you find some students are struggling/falling
behind then you need to intervene (make it more
accessible/differentiate)
E.g – whiteboards (can respond on the spot to what
they need but not make it easier for everyone),
planned writing frames/sentence so students can
access the challenge of the lesson.
• Make sure you have designed the lesson to be
challenging overall, better for it to be a bit tricky
and you have to provide two levels of access, than
an easy lesson where challenge and learning is
curtailed. Therefore challenge is built in not added
on at end, they shouldn’t have to do more work.

7. I know what AfL is and loads of ideas that I use. I use AfL
in every lesson.
7
Certain Uncertain
Possibly, probably,
not sure, maybe,
perhaps, sure,
certain…
Idea 6 – Medal Circles. See next slide.

9. Has anyone got any ideas that
they would like to share?

10. Showing Progress over Time
Trackers – See examples at back (KS3/4
and KS5) of room and Teaching Backwards
(in pack).
Idea 7

11. Showing Progress over Time
Marking – Using targets from marking to
ensure focussed improvement (easier to
see/show progress). In responses –
students highlighting where they have
done the improvement comment, also easy
to quickly check if you want to.
Idea 8

13. Showing Progress over Time
Acknowledgement Marking
• Mark a sample of students work – 20% , range of
abilities
• Note general subject related issues as well as
literacy and presentation.
• Use the Five Minute Marking Plan to record
findings
• Give Verbal Feedback. All students write in their
books. Students respond –Marked by the teacher
and shows improvement.
• This may impact on future planning.
• Allows for immediate feedback
Idea 9

14. The 5 Minute Marking PlanThe big picture?
(The purpose of marking for this
piece of work / project?)
Key marking
points to share
with students?
Common Errors?!
Formative marking:
Re-teach?
Ross McGill 2013 - @TeacherToolkit & Stephen Tierney @LeadingLearner
Summative marking:
….print and scribble your way to focus on student assessment!
Comment
system:
Grading system:
What should/should
not be marked?
Student response to
feedback required?
Peer/Self assessment
opportunities?
to improve student learning
to measure (progress) student learning
What should be changed
in activity / SoW?

15. Completed 5 minute marking plan

16. Acknowledgement Marking

17. Showing Progress over Time
Glossary tracking
Idea 10

18. Showing Progress over Time
Tracking boards
Idea 11

19. trl
Showing Progress over Time
Idea 12

20. Has anyone got any ideas that
they would like to share?

21. Thank you 
Please complete the evaluation form

22. Thank you to…
• http://www.pedagoo.org/ten-easy-ways-to-
demonstrate-progress-in-a-lesson/
• https://www.linkedin.com/pulse/top-5-
tips-show-progress-lessons-amy-sargent
• http://www.teachertoolkit.me/2013/04/3
0/rapidprogress-in-my-classroom-how-it-
is-made-and-how-do-i-know-it-blogsync/
• http://www.teachertoolkit.me/2013/12/10
/progress-over-time-potteaching-by-
teachertoolkit/