Assessment For Learning Literature Review

An investigation into the role of Assessment for Learning in the top of standards in Schools


For years educators have realised that in drift to raise standards in education pupils need to be snarled within the process. It was noted that teaching needed to an exchange between teacher and pupil. Jerome Bruner began writing about education in the 19 sixties. …he suggests that good teachers offer students support or support for their learning. (Kempe A and Nicholson H, 2007, P.125)

The concept of scaffolding in teaching serves a similar purpose to the scaffolding constructed around a make to make it safe and accessible. When the job has been done, the scaffolding is removed and the untried or reconstructed building stands in its own right. Teachers bottom of the inning use scaffolding techniques to teach a specific verbal expression of basic skills. They construct a scaffold around the area so that students have direct access to the chosen focus, with nothing allowed to force in the way. To be of benefit, scaffolding must be temporary. When the learner shows signs of handling the task in question, the scaffolding can then be removed gradually until it is no longer needed. In this way, handover is achieved; without this surgical incision in the process, scaffolding would breed dependence and helplessness.



Scaffolding enables learners to execute beyond their current competencies and explore new understandings and skills. (http://www.dcsf.gov.uk/curriculum_literacy/tree/speaklisten/listenrespond/accessguidance/3/)
Bruner referred to scaffolding as the spiral curriculum. Bruner describes this as
…the ideas that in teaching a subject one begins with an intuitive peak that was well within the reach of a student, and then go back later to a more formal or highly structured account, until, with however many more recyclings were necessary, the learner had mastered the topic or subject in its overflowing generative power ( Bruner, 2006, P.153)
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