Dear Bobby,

Based on my knowledge of the primary schools which I currently work with, it is clear that they apply assessment for learning and assessment of learning (summative and formative), daily within the childrens' books. Linking to pedagogical practices such as leveling up and fix it time. Children are taught how to evaluate there own work and each others using the same marking matrix as the teacher.  I see similar practice within secondary schools too. 

The question "Can Afl promote and enhance culture for learning in school?" is very wide and offers mis-interpretation.  Therefore, what do you mean by:

1) enhance 

2) culture for learning 

3) school (early year, primary, secondary, college, university, public or private) 

4) how do you know that "misinterpreted and mis-implemented by central government policies" has taken place

5) I would argue that, based on the ofsted indicators, staff have already "re-generate and embed AfL" within their everyday working practices. Otherwise they would fail their teacher training year or be placed on capability and sacked. 

I think a good place to begin is to address intrinsic and extrinsic motivators to learning.  Please take a look at this paper for clarification and see if this ties into your direction.

Ryan, Richard M., and Edward L. Deci. "Intrinsic and extrinsic motivations: Classic definitions and new directions." Contemporary educational psychology 25.1 (2000): 54-67.

Dear Bobby,

Based on my knowledge of the primary schools which I currently work with, it is clear that they apply assessment for learning and assessment of learning (summative and formative), daily within the childrens' books. Linking to pedagogical practices such as leveling up and fix it time. Children are taught how to evaluate there own work and each others using the same marking matrix as the teacher.  I see similar practice within secondary schools too. 

The question "Can Afl promote and enhance culture for learning in school?" is very wide and offers mis-interpretation.  Therefore, what do you mean by:

1) enhance 

2) culture for learning 

3) school (early year, primary, secondary, college, university, public or private) 

4) how do you know that "misinterpreted and mis-implemented by central government policies" has taken place

5) I would argue that, based on the ofsted indicators, staff have already "re-generate and embed AfL" within their everyday working practices. Otherwise they would fail their teacher training year or be placed on capability and sacked. 

Bobby,

Use the digital games that they love so much as a teaching tool, so that they would enjoy learning just the same way. The games can be used at the beginning to stimulate learning and gauge their prior knowledge or in the learning activities for developing their skills/knowledge/attitudes or as a form of assessment to measure how well they have grasped what was taught.

Many thanks,

Debra

Assessment for learning practices are used by many schools, but many students have problems with the assessment forms used. They frequently perform poorly because de assessment situations are aversive and they get very anxious. So Debra Sharon Ferdinand suggestion of using digital games as teaching tools is an excellent alternative. The games can be used to stimulate learning and to measuring it.

Regards

Verônica

Hey, Bobby,

Current public school education parameters still focus on what to know instead of how to think.  Society's elite does not want children (or adults, for that matter) to think for themselves, to figure things out, to know how we are being manipulated (https://www.google.com/?gws_rd=ssl#q=george+carlin's+greatest+moment).  For real and genuine change, for true effectiveness in the much-needed raise in consciousness (see the book, Prior Unity), we need Zero-Point Education, as described in the book, The First Three Stages of Life.  In some sense, this is actually a blueprint for a whole new civilization.  

It doesn't take a genius to see the mess this world is in.  These two references point to a completely viable, intelligent, and realistic way out.  My words here may seem a bit cryptic, but consider the alternative (precipice) we are now headed for.  Education: the hand that rocks the cradle rules the world!    

Blessings

One secret is to find out where each child is at in terms of skill level  in each area of learning. For example, a child  may have difficulties with  language skills and   have excellent spatial./perceptual skills.  Then, try to find a way to use  that child's strong  strong skills to enhance learning in the areas the child struggles with. Also, find out about the special interests/passion of each  child:  baseball? skiing? caring for a pet?  dress-ups? soccer?  music?  Then USE that special passion to introduce reading materials, or  math materials   tailored to that interest, in order to capture the  child's attention and enthusiasm for learning. Also,move in small steps and use positive reinforcing smiles and positive  body language to lure the child forward and to  encourage even small successes along the pathways to  deeper  and more mature  learning.

AfL as a whole school approach can be more powerful; also, combined with or as part of use of thinking tools, some of which can contribute to effective AfL (shift from shallow to deep learning):

http://www.sac.sa.edu.au/Library/Library/Topics/thinking_skills/thinking.html

http://www.thinkingschool.co.uk/resources/thinkers-toolbox