A2 Visibility of Effective Learning - Responses from the Online Reference Group.
        Pupils seeing their learning and achievement, and feeling success.

- skills and competencies as visible as subject knowledge.
- deep processing and higher-order thinking counting for more than rote learning.
- pupils' capability being demonstrated through application and knowledge of purpose.
- ability to communicate being seen as central to learning and demonstration of learning.
- authentic learning (ie perceived as being authentic by the learner) - which means linked with life outside school
- focus on 'key skills' learnt in context - eg learning to learn, collaboration, team work, communication, problem solving, information handling, etc - requires project based curriculum
- radically different forms of assessment - that allow one to recognise and
value learning (skills as well as knowledge and understanding) that has been achieved in both formal and informal contexts
- Learning styles are more closely considered
- Enjoyment in achievement with waystage attainment as a marker not as a goal.
- Greater emphasis on purposeful use of ICT to enhance learning (rich tasks)
- Assessment that enables the child to demonstrate what the they know and can do when they are ready.
- Integrated network to support assessment for learning; Digital video in all departments for AFL; Visualisers and document readers for AFL
- Secondary; The assessment process, formative and summative, is both continuous and by exam. It is electronic and by a device that allows analysis of text and process rather than, say, multiple choice or one word answer. Sometimes this process is oral and uses sophisticated voice recognition software.
- Flexible assessment in a variety of modes - a much more intelligent use of data and "soft" information to provide a learner profile;
- Strong focus on individual success for all members of school community, which is children, all staff and not just those associated with teaching and learning, and the wider community. A shared understanding of what is a high standard of achievement and progression paths for individuals. All of this mediated through a common language – the community contributes to, understands and shares the values of the learning community
- readily available, interactive, interesting diagnostic tests that show teachers what is the right level for each pupil for each individual topic (not just subject and age range); readily available learning materials in different media linked to the diagnostics, but not as part of some rigid VLE system with a fixed view of learning design.
- some sort of progress tracking system that gives an "at a glance" view of pupils and detailed records of materials studied, results of tests etc. But somehow not presented as endless tick boxes or tables of figures. (These are not "at a glance"!)
- learners have a sense of pace for each part of the learning they attempt. Personal development is an integral and valued part of the learning process.
- Students more aware of their preferred learning style and how ICT can support that style as they are required to research, record and recall facts or findings, present their work to others and complete key pieces of work for assessment.