P:6004 
A Literature review and research plan of assessment for learning in the classroom.

Literature Review:
According the Assessment reform group (2002) “Assessment for Learning or AfL can be defined as the process of seeking and interpreting evidence of the learners collected by learning practitioner during lessons or at the end of the term in order to monitor the progress of the learners.” Research conducted by Black and William in 1998 showed that AfL when integrated into the lessons benefits learners in achieving their goal (Harlen, 2006b, p. 176). The two main assessment techniques currently used in our education system in order to monitor the progress of the learners are the summative and formative assessment of learnings. The term formative and summative was first proposed by Michael Scriven in 1967 (Literature review by IOWA Core). The terms were used in order to differentiate the two different roles played by these two different evaluation techniques used for monitoring the progress of learners (Literature review by IOWA Core). These two different evaluation techniques for evaluating the learning of pupils was later suggested by Bloom and colleagues (1969;1971). In our current education system both summative and formative assessment techniques form the fundamental of education in terms of evaluating the progress and learning of the pupils throughout the curriculum. The principal goal of summative assessment is to summarise the achievement of the learners, classes and schools at the end of the term year (Bloom, Hastings and Madus, 1971; National Research Council/ NRC, 2001; Sadler, 1989; Shavelson, 2006; A literature review on assessment of learning by IOWA Core); whereas, the main goal of formative assessment is to act as an active feedback loop in order to assist the learning of the pupils (Black & William, 2004; Sadler, 1989; Shavelson, 2006; A literature review on assessment of learning by IOWA Core). 
In our current education system summative assessment is referred to as assessment of learning and formative assessment is referred to as assessment for learning (Black & William, 2003; Broadfoot, 2008; Gipps and Stobart, 1997; Stiggins, 2002, A literature review on assessment of learning by IOWA Core). In this essay I will be emphasizing on “Formative assessment” or the assessment for learning.
Assessment for Learning or AfL is an approach to teaching and learning in order to be able to generate a feedback of the learning of the pupils, which can then be used to monitor the progress of the learners and at the same time help improve pupil’s performance. According to Cambridge International Education Teaching and Learning team the principal aim of AfL is to engage learners by involving them in the learning process in order for the learners to confidently achieve the objectives of that lesson. AfL helps to “close the gap” between learners’ prior knowledge and the new knowledge obtained at the lesson (Cambridge International Education Teaching and Learning team). According to Cambridge International Education Teaching and Learning team AfL helps learners play a more active role in the lesson by involving them in the lesson. Integrating effective AfL techniques within the lesson helps classroom practitioners to effectively reflect on their pedagogy, as well as monitor the progress of the learners and also identify the outcome of the lesson (DiCarlo & Cooper, 2014). 
According to Cambridge International Education Teaching and Learning team the main processes involved in AfL are listed below:
1.	Questioning in an integral part of AfL as it enables teaching practitioners to find out the level of the pupils and at the same time help each pupil achieve their highest potential. The implementation of open-end questions within the lesson helps teaching practitioners to help pupils reach their highest potential as well as monitor the understanding of the learners on that particular topic effectively; as well as help learners to link that topic to other relevant topics.
2.	Providing learners with constructive feedbacks that will help them improve their understanding as well as rectify any misconceptions about that topic and help them move forward in their learning.
3.	Promoting independent learning by integrating self-assessment and peer-assessment within the lessons. Self-assessment and peer-assessment helps learners play an active role in the lesson and at the same time help them improve their understanding. It also motivates and engages learners by involving them in the lesson.
4.	Promoting discussion within the lesson helps learners to actively participate in the lesson, as well as helps the teaching practitioner to understand the depth of learners’ understanding and knowledge.
5.	In some cases, summative assessment can also be a part of formative assessment or AfL within the classroom; such as, end of topic test within the classroom helps teaching practitioner to monitor the progress and understanding of individual learners.
The concept of Assessment for learning within the classroom has been discussed by many Educational researchers. According to Hattie in “Visible Learning for Teachers (2011) “AfL equips learners with the understanding of how excellence looks like and therefore, helps them to progress”. 
Educational researchers Black and William argued in their research that the rate of learning of pupils’ can be doubled by integrating AfL in the classroom regularly and effectively (Cambridge International Education Teaching and Learning Team).
According to the Cambridge International Education Teaching and Learning Team Educational researchers have come up with two theories regarding assessment for learning or AfL. They are the attribution theory and the metacognition theory.
Attribution theory: According to the attribution theory every individual describes success and failures different ways; some of the factors involved in the success and failures of individuals may be controlled whereas, others may be not. Learners should be familiarised to the factors that they are able to control in order to progress in their learning process and implementation of effective AfL regularly helps learners to recognise the factors that they can control in order to achieve success in their learning process (Cambridge International Education Teaching and Learning Team). 
Self-assessment is an example of AfL that can help learners to understand the factors that they can control in order to achieve success in their learning process. Moreover, self-assessment helps learners to review their own work, identify their mistakes and at the same time rectify their mistakes. This control on their work helps them to feel empowered and involved in the learning process, which it turns boosts learner’s confidence and achievement (Cambridge International Education Teaching and Learning Team).
Metacognition: According to the Cambridge International Education Teaching and Learning team “thinking about thinking” describes the term metacognition. This theory again supports the self-assessment technique as the self-assessment technique provides learners with the opportunity to reflect on their own work, identify their mistakes, rectify and edit their mistakes and at the same be able to reinterpret their new knowledge and understanding in order to progress in their learning. Building upon learners’ prior knowledge and understanding enhances the learning process of pupils and effective AfL provides that platform to learners in order to achieve success in their learning process.
The main focus of every teaching practitioner is to achieve the highest level of learning progression within learners. According to the Literature review of IOWA Core “Learning progression” can be defined as the pathway along which learners are expected to progress in a domain. In order to progress in their learning and achieve their learning goals, learners need to be able to recognise the skills and knowledge that are required. According to Heritage, Kim, Vendlinski and Herman (2009) in order to develop progressive skills within a domain it is crucial to achieve learning progressions. Learning progressions of individual learners should be monitored on a regular basis by the classroom practitioner for the pupils to develop the progressive skills within the domain and effective AfL is the most efficient technique to monitor learning progression of a learner. All learners should not be provided with the same learning progression goal, as the rate of learning progression may vary for different learners (DeMeester & Jones, 2009; IOWA Core) but ultimately the progression of every learners should connect their knowledge, concept and skills that are needed to achieve the learning goal (Heritage,2008; IOWA Core).  Margaret Heritage’s (2009a, 2009b & 2010) “Formative Assessment Model” has been shown below in order to clarify the impact of AfL on learning progression: 


















  

















Fig 1: A Formative Assessment Model (Margaret Heritage; 2009a, 2009b & 2010).
The above model shows how by following step by step instructions of the AfL model classroom practitioners could help learners to achieve their learning goals. Determining the learning goal of pupils is the initial step of the whole assessment for learning process (Wiggins & Mc Tighe, 2000). According to the formative assessment model of Heritage (2009a,2009b &2010) the main goal of AfL is to close the gap between the learner’s prior knowledge and new acquired knowledge from the lesson in order to achieve learning progression. Therefore, identifying the gap also plays a crucial role in the learning progression progress and therefore, in order to identify the gap an AfL of the learner’s prior knowledge on that topic should be conducted.
According to Meyer, Turner & Spencer (1997) learners can be categorized into two major groups: “challenge seekers” and “challenge avoiders”. In order to achieve learning progression both categories of learners need to be motivated as motivation will help the learners to thrive for success. Motivating both categories of learners in order to achieve optimum learning progress can be done by clarifying the learning goals to individual learners. Clear and precise understanding of learning goals have critical motivational and cognitive impact (Brookhart, Andolina, Zuza & Furman, 2004; IOWA Core) on learners, as they feel involved and self-worth in the learning process (Covington, 1992) and at the same time learners can accurately appraise their own work (Sadler, 1989). 
The learning process of the learners should be under constant check in the classroom environment and this can be done efficiently by the aid of “success criteria”. According to Heritage (2007) success criteria plays the role of a guide in the learning process of the learners, while providing a framework within which assessment for learning exist (Clarke, 2005) and at the same time help in the interpretation of the evidence in order to map the progress of the learners learning process. Hence, the use of a clear and precise learning goal along with success criteria provides classroom practitioner with the information regarding the gap of individual learners. 
Identifying the gap of the prior knowledge of learners that needs to be closed during the lesson is a crucial task performed by the classroom practitioner in order to enhance the learning process. The learning and teaching process involves three key components that should be carried out by the teaching practitioner in order to achieve success in the learning process: Firstly, to understand where the learners are in their learning process; secondly, to determine the learning goal of the learners and finally, to determine what needs to be done to reach the learners to their learning goal in order to achieve success in their learning process (Sadler, 1989; William &Thompson, 2007 and IOWA Core). In 1989 Sadler set up a model in which he emphasized the importance on recognising the “Gap” of the learners prior understanding or knowledge and the new knowledge that needs to be acquired within the lesson in order to achieve the learning goal (IOWA Core). Therefore, it is crucial for the classroom practitioner to set appropriate learning goals according to need of individual learners, as if the learning goal is too difficult to attain; the learners may perceive it is too difficult to close the gap and the learning goal may be unattained. Whereas, on the other hand, if the learner perceives that the gap is too small or too easily attainable him/she may lose motivation and not thrive for success. Hence, the right gap needs to be determined in order to achieve the learning goal, this right gap is known by educational psychologist as the “zone of proximal development” (Vygotsky, 1978;1986). According to Vygotsky’s hypothesis learning and development predominately takes place in the “zone of proximal development”. In accordance to the literature review of IOWA Core “The Zone of Proximal Development” can be defined as the distance between the learner’s achievement during independent problem solving and while being guided by an adult or in collaboration with a more expert peer. During this period of problem-solving cognitive growth occurs within the learner as he/she internalizes the problem processes (IOWA Core).
Effective formative assessment or AfL within the classroom environment plays a crucial role in closing the gap of learners and at the same time achieving the learning goal successfully. AfL provides the framework for sharing educational objectives or learning goals with the learners and at the same time to map the progress of the pupils’ learning process (D.M Walker, 2012). Although there are two types of assessment techniques, summative or exam led assessment mainly emphasizes on the performing goals (passing the test) of learners rather than the learning goals (understanding the subject) (Walker, 2012; Dweck, 1999) and therefore, formative assessment or AfL plays an integral part within teaching and learning in the classroom environment. In order to optimize the learning from the AfL technique classroom practitioners should emphasize on the importance of the marking techniques of the assessment (Walker, 2012), as it is crucial for learners to understand what is required of them in order to achieve their learning goal. In accordance to Walker (2012) feedback plays a crucial role in learning and assessment process of pupils, as a constructive feedback allows learners to self-reflect on their own work, while rectifying their mistakes.  According to Black & William (1998) when assessment predominately formative assessment encompasses a feedback loop, it results in positive benefit on the learner’s knowledge, skills and level of education (Walker, 2012). The principal aim of “Feedback” is to relate the current state of learning and performance of the learner to his/her desired learning goal (Nicole and Macfarlane-Dick, 2006) in order to achieve success in their learning process. Although feedback plays a crucial role in the learning progression of learners, but many educational researchers have seen that the current method of feedback (in the form of grades) provided by teaching practitioners don’t have much impact on the pupils learning process (Bangert-Drowns, Kulik, Kulik & Morgans, 1991; Kluger & DeNisi, 1996; Mory, 2004; IOWA Core). Therefore, feedback should be formative or descriptive in order to have positive impact on the learning process of the learner. In accordance to Shute (2008; p. 154) “Feedback is the information communicated to the learner with the purpose of modifying his/her thinking or behaviour in order to induce improvement to their learning process”. Moreover, formative or descriptive feedback has the ability to reduce the learner’s uncertainty regarding his/her performance or progress (Ashford, 1986; Ashford, Blatt & Vande Walle, 2003; IOWA Core). According to Shute (2008) appropriate descriptive feedback has the capability of providing learners with the information of how to achieve their learning goal and also states their success criteria, along with elaborated written communication in order to progress in their learning process. Along with being detailed and descriptive the feedback provided by teaching practitioners should be specific for individual learners (Shute, 2008; IOWA Core). Hence, an appropriate feedback provided by teaching practitioners should be goal oriented and at the same time should be capable of providing learners with the information needed to achieve their learning goals.
Although appropriate feedback provided by teaching practitioners play an important role in the implementation of effective AfL, the independent involvement of learners is also essential in order to achieve maximum learning progress. According to the National Foundation for Educational Research (nfer) in order to make learners more involved in the lesson, as well as capable of identifying their own learning requirements and their way to progression, the implementation of peer-assessment and self-assessment is crucial. 
Peer-assessment: Peer assessment also known as peer feedback is an AfL technique in which learners are expected to mark each other’s work in order to provide feedback to their peers (Cambridge International Education Teaching and Learning Team). The feedback provided to their peer is based on his/her understanding of what a successful piece of work should look like. During this assessment process learners are provided with the opportunity of developing critical and reflective thinking skills, by the help of the teacher or classroom practitioner. This assessment technique provides learners with the opportunity of being independent and more involved in the learning process, while at the same time helping them to take responsibility of their own work. According to the Cambridge International Education Teaching and Learning Team this assessment or feedback technique also provides learners to develop social skills with their peers, while being able to use higher skills such as critical and analytical thinking skills.  The main aim of this feedback technique is to make learners “think like a teacher” for their peer in order for their peer to achieve success in their learning process. Hence, for peer assessing each other’s work, learners will need to understand the success criteria in order to make value judgement for their peer based on that success criteria. In this feedback technique learners will also need to be able to provide their peers with ideas in the form of feedback of how to improve their work in order to achieve success in their learning process. While providing ideas to their peer of how to improve their work, both the learner and the peer with be enhancing their understanding and knowledge on how a successful piece of work should look like. The research of Slavin, Hurley & Chamberlain in 2003 have shown that large learning gains can occur when pupils are used as learning resources (IOWA Core). In accordance to the literature review of IOWA Core in order to achieve a valid peer-assessment two key component are crucial: Firstly, Learners should be capable of working and interacting as a group or team, and not just in a group or team; secondly, each learner should be able to take responsibility for their own work. Therefore, this feedback or assessment technique helps learners become more involved in the learning process, along with boosting their self-confidence and sense of responsibility.
Self-assessment: According to Mary James, 1998 “Students need to learn for themselves of how they move up to the next level…………they need to internalise the process as learning cannot be done for them by their teachers” (Cambridge International Education Teaching and Learning Team). Self-assessment is an AfL technique is which a learner assesses or evaluates their own work and hence, gets the opportunity of thinking of their learning process. This assessment technique equips learners with the understanding of the success criteria provided by the teacher in order to relate it with their previous learning as well as their new learning. Self-assessment technique boosts the confidence of the learners in order to help them set their own learning goals, as well take responsibility for their own learning. This assessment technique develops reflective thinking skills of learners, but it needs to be considered that learners can’t become reflective thinkers overnight; therefore, the input of the classroom practitioner in order to encourage learners is crucial in this process. Many researches have shown that the rate of learning dramatically enhances, when learners play an active role in their own learning process, such as monitoring and regulating their own learning (William, 2007; p.3). According to many cognitive theories meta-cognition plays the central role during the learning process of pupils in the self-assessment technique (IOWA Core). “Meta-cognition” can be defined as the monitoring and reflection process of one’s own thinking. According to Sadler, 1989 self-consideration plays a crucial role in formative assessment, as in this process learners collaborate with the teaching practitioners in order to establish a shared understanding of the learners current learning state, as well as identify the desired requirements for the learner to move forward in order to thrive success in his/her learning process. The self-assessment technique predominately emphasizes on the learners self-monitoring and learning adjustment skills, which enables him/her to develop a repertoire of cognitive strategies to improve future learning process. Hence, self-assessment technique empowers learners with confidence, independence and makes him/her feel more involved and motivated in the lesson.
According to Harrison and Harlen (2006, p.190) “Both peer and self-assessment techniques engages learners in being reflective, while encouraging a deep rather than a surface approach of learning”. 
Apart from peer and self-assessment discussion and questioning also plays a crucial role in assessment for learning process. Questioning in an integral part of AfL as it enables teaching practitioners to find out the level of the pupils and at the same time help each pupil achieve their highest potential. The implementation of open-end questions within the lesson helps teaching practitioners to help pupils reach their highest potential as well as monitor the understanding of the learners on that particular topic effectively; as well as help learners to link that topic to other relevant topics. On the other hand, discussion helps learners get involved in the lesson and make them feel appreciated as they are contributing to the learning process. Discussion on a topic within the classroom environment helps the teacher to understand the depth of the learner’s knowledge and understanding on that particular topic. Discussions also helps get rid of misconceptions perceived by the learners and at the same time gain new knowledge and understanding on that topic. 
Overall, the assessment for learning process also known as formative assessment within the classroom environment helps enhancing the learning process of the pupils, while at the same time keeping them motivated and more involved in the learning process. The integration of effective AfL techniques within the lesson will help increase the rate of achievement of pupils learning goals, while helping them to thrive in success within their learning process.
In my proposed research project, I would integrate a range of AfL techniques within my lesson in order to achieve maximum learning progress. I have previously used an AfL task known as the progress task in my teaching placement. The progress task would involve two sections: firstly, the prior knowledge section and secondly the new developed knowledge section. In my proposed research I would also involve discussions, questioning (both open and closed questions) and descriptive and informative live feedback technique. Hence, my proposed research would include a prior knowledge assessment, questioning, discussion of answers with the classroom, live feedback during discussion, new developed knowledge assessment; accompanied by self and peer assessment. I would use a range of assessment for learning techniques in order to enhance the learning rate of the learners, while at the same time monitoring their learning progress. Therefore, the integration of a range of assessment for learning techniques would help me ensure that every learner within my classroom are achieving their learning goals. 

Planned Methodology:
Assessment for Learning or AfL is an approach to teaching and learning in order to be able to generate a feedback of the learning of the pupils, which can then be used to monitor the progress of the learners and at the same time help improve pupil’s performance. According to Cambridge International Education Teaching and Learning team the principal aim of AfL is to engage learners by involving them in the learning process in order for the learners to confidently achieve the objectives of that lesson. AfL helps to “close the gap” between learners’ prior knowledge and the new knowledge obtained at the lesson (Cambridge International Education Teaching and Learning team). According to Cambridge International Education Teaching and Learning team AfL helps learners play a more active role in the lesson by involving them in the lesson. Integrating effective AfL techniques within the lesson helps classroom practitioners to effectively reflect on their pedagogy, as well as monitor the progress of the learners and also identify the outcome of the lesson (DiCarlo & Cooper, 2014). 
The topic of my research project is assessment for learning which is also known as formative assessment. In my research I would be emphasizing on a range of AfL techniques in order to ensure that learners are achieving their learning goals, while monitoring their learning progress. The concept of Assessment for learning within the classroom has been discussed by many Educational researchers. According to Hattie in “Visible Learning for Teachers (2011) “AfL equips learners with the understanding of how excellence looks like and therefore, helps them to progress”. Educational researchers Black and William argued in their research that the rate of learning of pupils’ can be doubled by integrating AfL in the classroom regularly and effectively (Cambridge International Education Teaching and Learning Team).
My research would involve the integration of a prior knowledge assessment, questioning, discussion of answers with the classroom, live feedback during discussion, new developed knowledge assessment; accompanied by self and peer assessment within my lesson. I would majorly emphasize on the self and peer assessment techniques as I would want learners to high cognitive thinking skills within the lesson. 
Self-assessment is an AfL technique is which a learner assesses or evaluates their own work and hence, gets the opportunity of thinking of their learning process. This assessment technique equips learners with the understanding of the success criteria provided by the teacher in order to relate it with their previous learning as well as their new learning. Self-assessment technique boosts the confidence of the learners in order to help them set their own learning goals, as well take responsibility for their own learning. This assessment technique develops reflective thinking skills of learners, but it needs to be considered that learners can’t become reflective thinkers overnight; therefore, the input of the classroom practitioner in order to encourage learners is crucial in this process. Many researches have shown that the rate of learning dramatically enhances, when learners play an active role in their own learning process, such as monitoring and regulating their own learning (William, 2007; p.3). On the other hand, peer assessment also known as peer feedback is an AfL technique in which learners are expected to mark each other’s work in order to provide feedback to their peers (Cambridge International Education Teaching and Learning Team). The feedback provided to their peer is based on his/her understanding of what a successful piece of work should look like. During this assessment process learners are provided with the opportunity of developing critical and reflective thinking skills, by the help of the teacher or classroom practitioner. This assessment technique provides learners with the opportunity of being independent and more involved in the learning process, while at the same time helping them to take responsibility of their own work. Therefore, by emphasizing on these two assessment techniques I would help learners feel empowered with self-control and independence within my lesson in order to keep them motivated and goal-focused, which would help them thrive success in their learning process. 
Providing learners with live constructive feedback would also play a major role in my research. In accordance to Walker (2012) feedback plays a crucial role in learning and assessment process of pupils, as a constructive feedback allows learners to self-reflect on their own work, while rectifying their mistakes.  According to Black & William (1998) when assessment predominately formative assessment encompasses a feedback loop, it results in positive benefit on the learner’s knowledge, skills and level of education (Walker, 2012). The principal aim of “Feedback” is to relate the current state of learning and performance of the learner to his/her desired learning goal (Nicole and Macfarlane-Dick, 2006) in order to achieve success in their learning process.
On the day of my research lesson I would provide the learners with the progress sheet which will contain two sections: the first section known as “the prior knowledge “section and the second section known as “new knowledge” section. Learners will be expected to complete the first section of the progress sheet as a starter task, while the name of the topic will be on display on the board. This will help me to gain understanding on the learner’s prior knowledge and understanding on that topic in order to help them close the gap and help them progress in their learning process. Identifying the gap of the prior knowledge of learners that needs to be closed during the lesson is a crucial task performed by the classroom practitioner in order to enhance the learning process. Once the pupils have completed their task, they will be asked to exchange their progress sheet with their peer for peer assessment. During peer assessment pupils will be asked to discuss their answer with the classroom. Each answer will be used as an open question and pupils will be asked to add on to the answer. The implementation of open-end questions within the lesson helps teaching practitioners to help pupils reach their highest potential as well as monitor the understanding of the learners on that particular topic effectively; as well as help learners to link that topic to other relevant topics.
Therefore, this will give me a detailed understanding on the prior knowledge of individual learners and at the same time help me understand what scaffolding is needed to help them achieve their learning goal.
Once the starter task is completed pupils will be asked to leave the progress sheet by them in order to add on it at the plenary lesson. Pupils will be provided with an intervention lesson on that topic. The lesson will involve various small tasks in order to evaluate the understanding of the learners and monitor their learning progress. At the end of each task learners will be asked to self-assess their own work and at the same time rectify their mistakes by editing their work. This will help learners to understand the factors that they can control in order to achieve success in their learning process. Moreover, self-assessment will help the learners to review their own work, identify their mistakes and at the same time rectify their mistakes. This control on their work helps them to feel empowered and involved in the learning process, which it turns boosts learner’s confidence and achievement (Cambridge International Education Teaching and Learning Team). During the self-assessment task learners will be asked to share their answers with the classroom. The answers will be treated as open-end questions as different learners will asked to add on to the answer. The pupils will be provided with live feedback in order to rectify their mistakes or misconceptions on time and gain new understanding and knowledge on that area of the topic. By promoting discussion within the lesson, I will help learners to actively participate in the lesson, which in turn will help me to understand the depth of the learners’ understanding and knowledge.
At the end of the lesson I will ask the learners to complete the second section of the progress sheet as a plenary task. The second section consists of new knowledge or understanding. In order to complete this section correctly learners will be expected to come up with the correct answer. This will help learners realise the mistakes they made in the first section and the prior misconception they perceived before this lesson. This task will be conducted in order for learners to build on their prior knowledge and close the gap, while making progress in their learning process. Building upon learners’ prior knowledge and understanding enhances the learning process of pupils and effective AfL provides that platform to learners in order to achieve success in their learning process.
Once the second section will be completed learners will be asked to peer assess each other’s work and provide constructive feedback to their peers in order to improve their work. The main aim of this feedback technique is to make learners “think like a teacher” for their peer in order for their peer to achieve success in their learning process. Hence, for peer assessing each other’s work, learners will need to understand the success criteria in order to make value judgement for their peer based on that success criteria. In this feedback technique learners will also need to be able to provide their peers with ideas in the form of feedback of how to improve their work in order to achieve success in their learning process. Pupils will then be asked to edit their answers in accordance to their peer-assessment and to then stick their progress sheets into their books. 
According to the formative assessment model of Heritage in Fig 1 (2009a,2009b &2010) the main goal of AfL is to close the gap between the learner’s prior knowledge and new acquired knowledge from the lesson in order to achieve learning progression. Therefore, identifying the gap also plays a crucial role in the learning progression progress and therefore, in order to identify the gap an AfL of the learner’s prior knowledge on that topic should be conducted. Therefore, the progression sheet will help close the gap between the learner’s prior knowledge and the new knowledge that have been acquired during the lesson, in order for the pupils to achieve their learning goal. 
During this research lesson learners will be provided with the opportunity of developing critical and reflective thinking skills, as peer and self-assessment techniques involves high cognitive thinking skills. In accordance to Harrison and Harlen (2006, p.190) “Both peer and self-assessment techniques engages learners in being reflective, while encouraging a deep rather than a surface approach of learning”. 
Overall, the proposed methodology should help pupils thrive success in their learning process as it involves a range of effective AfL techniques for pupils to progress in their learning process. As known previously effective formative assessment or AfL within the classroom environment plays a crucial role in closing the gap of learners and at the same time achieving the learning goal successfully. AfL provides the framework for sharing educational objectives or learning goals with the learners and at the same time to map the progress of the pupils’ learning process (D.M Walker, 2012).
Therefore, the proposed methodology should be capable to help the learners of that class to enhance their learning process, while achieving their learning goal. The use of the progress sheet will make sure that the gap is closed, The use of a range of different AfL techniques will ensure the progress of individual learners as required and also provide me with an understanding on the depth of the individual learners knowledge and understanding, which will help me in future lessons to map their progress accurately. Although the use of progress sheet during the proposed lesson will ensure the learning progress of individual learners, it will also help me gain understanding of the level of progress made by each individual learner during the research lesson while marking the books of the pupils. 
I have used the proposed progress sheet in various lessons during my teaching placement and will definitely be using this technique in future teaching practice in order to ensure maximum learning progress during my lessons.

Possible limitations/Future suggestions:
 Many educational researchers have proved through their work that integration of effective Assessment for learning techniques within the classroom environment ensures maximum learning progress of the learners.  Research conducted by Black and William in 1998 showed that AfL when integrated into the lessons benefits learners in achieving their goal (Harlen, 2006b, p. 176). According to Cambridge International Education Teaching and Learning team the principal aim of AfL is to engage learners by involving them in the learning process in order for the learners to confidently achieve the objectives of that lesson. AfL helps to “close the gap” between learners’ prior knowledge and the new knowledge obtained at the lesson (Cambridge International Education Teaching and Learning team). According to Cambridge International Education Teaching and Learning team AfL helps learners play a more active role in the lesson by involving them in the lesson. Integrating effective AfL techniques within the lesson helps classroom practitioners to effectively reflect on their pedagogy, as well as monitor the progress of the learners and also identify the outcome of the lesson (DiCarlo & Cooper, 2014). 
 Although regular effective AfL techniques have proved to have positive impact on the learning process of pupils, there are still many challenges associated while implementing effective AfL techniques within a classroom environment. The limitations which were discussed in the Literature review of Cambridge International Education Teaching and Learning team are discussed below:
•	Talking and Disruptions: Although AfL techniques have many positive impacts on the learning process of the learners, AfL technique such as discussion involves some talking. If the classroom is not properly controlled by the classroom practitioner this talking may soon become irrelevant from the discussion topic and may lead to disruption and chaos within the classroom.
•	Peer feedback: Peer feedback process may involve some talking as in this technique involves learners to give their peers some advice on how to improve their work in order to achieve in their learning process. If not monitored appropriately the feedback or advice session may turn into chats, which in turn may hinder the learning process of the classroom by causing chaos and disruption.
•	Assessment may become a one-way process: Feedback plays a crucial role while implementing effective assessment for learning techniques within the classroom environment, as appropriate feedback provided by teaching practitioners play an important role in the implementation of effective AfL. But feedback provided by classroom practitioners help in enhancing the learning process when pupils act appropriately on the feedback. Many pupils may be reluctant and not act timely and appropriately on the feedback provided by the classroom practitioner, which in turn may have negative impact on the learners learning process.
•	Time Management: Implementation of effective AfL techniques is time consuming, and all lessons within the school environment has a time limitation. In order to implement effective AfL techniques within the classroom while ensuring maximum learning progress, the success criteria in order to achieve success in their work needs to be explained to the learners clearly and precisely, which in turn could be time consuming. Moreover, discussions, peer and self-assessment can also be time consuming which in turn could have a negative impact on the learning process itself. Therefore, effective and strict time management will be needed to maintain for every AfL task/s in order to implement effective assessment for learning techniques within the classroom environment.
•	Fear for change: Teachers involved in long term teaching practice may not be very open minded about the technique as it involves new skills which may be from what they have practised for years. Hence, some teachers may fear the change in the practice. While on the other hand, high achieving pupils may find it hard to find errors in their own work, which may lead to no or decreased rate of learning progress. Therefore, schools should help teachers who have been long in this practice to familiarise with the new skills and techniques by the aid of training during inset days. High achieving pupils should be provided an extension or more challenging task in order to achieve learning progress.
•	Getting it right: Feedbacks provided by the classroom practitioner may have both positive and negative impact on learners. Therefore, teachers need to be careful while providing feedback to the learners, the feedback should be intended to have a positive impact on the pupil rather than negative. Two star and a wish technique could be used to provide feedback to the learners in order to help them achieve their learning goal.
•	Culture: Due to the old teaching culture classroom practitioners are often judged on the summative test results of the pupils, which may have a negative impact on the pedagogy of the teacher. Our old culture emphasises on the summative assessment results rather then formative assessment impact. Therefore, the culture of our education system needs to be changed and more emphasis should be given to formative assessment rather than summative assessment, as the aim of summative assessment is to summarise the achievement of the learners, classes and schools at the end of the term year (Bloom, Hastings and Madus, 1971; National Research Council/ NRC, 2001; Sadler, 1989; Shavelson, 2006; A literature review on assessment of learning by IOWA Core); whereas the aim of formative assessment is to act as an active feedback loop in order to assist the learning of the pupils (Black & William, 2004; Sadler, 1989; Shavelson, 2006; A literature review on assessment of learning by IOWA Core). 

Possible Conclusion:
We already known from various research that effective formative assessment or AfL within the classroom environment plays a crucial role in closing the gap of learners and at the same time achieving the learning goal successfully. AfL provides the framework for sharing educational objectives or learning goals with the learners and at the same time to map the progress of the pupils’ learning process (D.M Walker, 2012). Therefore, my proposed