Consulting Pupils on the Assessment of their Learning (CPAL)

What is Assessment for Learning?

Assessment for Learning has been defined as ‘assessment which is embedded in the learning process and which has an emphasis on learners becoming self-regulated and autonomous in their learning – a skill which is developed through self-assessment and classroom dialogue’ (Stobart, 2008, p. 145)

Consulting Pupils on the Assessment of their Learning (CPAL); the projects

There have been two phases to this project, both supported by the  Economic and Social Research Council (ESRC):

CPAL1 (2005-7) consulted Key stage 2 and Key stage 3 pupils on  their  views on and experiences of assessment.  The study was designed within a children’s rights perspective.  Teachers and parents perceptions of pupils increasing participation in assessment were also collated.  

CPAL1 had full and carefully integrated user engagement through its lifetime. CPAL 1 found that in classrooms where AfL practices were integrated authentically  into learning and teaching, pupils, in their own words, were able to identify key principles that made them feel more involved and motivated in their learning and assessment. These pupil principles were similar to research published by the UK’s Assessment Reform Group (ARG). Based on this pupil voice research, the  CPA1 project outcomes provided guidance to the revised curriculum in NI in 2008. This knowledge however deserved a wider audience and funding was obtained  to support the development of ways of transferring knowledge and encouraging more conversations between teachers and pupils (and parents) about what helps and hinders learning.

CPAL2 (2012-13) has  built on and encouraged the application of the 10 Key Principles of Learning and Assessment  identified from consulting pupils on their classroom experiences of Assessment for Learning (AfL) in CPAL1.  Over 100 pupils (aged12-15 years)  across four schools contributed to the development of the characters, stories and meanings for an animation based on the four most important principles across the participants.

The aim of this short film ’A Classroom Tale’ is to encourage greater consultation with pupils about their learning and assessment to  generate conversations between pupils and teachers (and parents) about what helps and hinders young people’s learning in order to improve learner motivation and engagement.    CPAL2 also worked with over 100 primary and post-primary school teachers on the pupil-generated principles and how to improve consultation with pupils on their learning and generate effective feedback.