Cambridge Papers

in English Language
Education

Getting the most from

every moment of learning

The power of integrating learning

and assessment

Angeliki Salamoura, Matthew T. Ellman,

Clare Harrison & Jasmin Silver
Author
biographies

Angeliki Salamoura has over 25 years Matthew T. Ellman is Professional

of experience in the field of English Learning and Development Manager
education, as a teacher, researcher, at Cambridge University Press
research manager and assessment & Assessment, designing and
and learning specialist. Currently, delivering training for teachers,
she is Head of Operational Research institutions and Ministries of
for Research-English at Cambridge Education around the world. He has
University Press & Assessment, and worked as a teacher, trainer and training
leads research into the quality and validity of learning and manager in the UK, Spain and Malaysia, and has delivered
assessment products. She also has extensive expertise in courses, workshops and talks to educators in a further
Integrated Learning and Assessment, Learning Oriented 30 countries.
Assessment, education reform, impact and the CEFR. In this
His research into teacher education practices won the
context, she has led numerous learning and assessment
British Council’s MA Dissertation Award at the 2018 ELTons,
projects in the K-12 and vocational sectors in Europe, Asia
and he is co-author of From Teacher to Trainer, published
and South America. She is one of the contributors to the
by Cambridge University Press in 2022, and a finalist in
PISA 2025 Foreign Language Assessment Framework.
the 2024 ELTons. He holds a Master’s degree in Applied
Angeliki holds a PhD and an MPhil in English and Applied
Linguistics from the University of Birmingham.
Linguistics from the University of Cambridge.

Clare Harrison is a former teacher and Jasmin Silver is an educational

teacher trainer who has worked at consultant and researcher who
Cambridge University Press and works with teachers, learners
Assessment for over 20 years. and educational organisations
Clare specialises in language to implement evidence-based
assessment, curriculum and teacher teaching and learning strategies.
development, but has a broad range Her work bridges the gap between
of interest across ELT and education academic research and classroom
more generally. She is currently focused on developing practice and is focused on ensuring learners can reach
understanding of ILA and embedding approaches to ILA their full potential. She has over 13 years’ experience in
in learning materials. the education sector. She is a qualified teacher and has
taught English as a Foreign Language, German, Psychology,
PSHE (Personal, Social, Health and Economic education)
and Mindfulness in the UK, South Korea, Germany and
online. She holds Master’s degrees in Research in Second
Language Education and Psychology.

2
Contents Page

Introduction 4

Insights and strategies

• Learning objectives 9

• Collecting evidence of progress 11

• Providing actionable feedback 13

• Tailored follow-up 15

Tips for successful implementation 18

Quiz: How integrated are learning and 20

assessment in your context?

References 22

3
Introduction

How can teachers best help their learners

to succeed?
We know that the teacher’s role in the classroom is crucial in positively impacting learners’
success (Hattie, 2009; OECD, 2021, 2023). Nothing else in schools, from coursebooks to
curriculum to class size, has such a major effect on how much students learn. You can probably
remember the teachers in your own life that made the greatest difference to your learning
outcomes and engagement with a subject. But effective teachers are made, not born: the
most successful teachers use techniques and strategies in their classrooms that can – and
should – be learned and implemented by all teachers, not just the memorable ones.

At the heart of successful teaching is a resolute focus What makes this difficult is that the learning journey
on student learning, and the understanding that will be different for each learner, and it can be difficult
learning will rarely happen exactly as planned during to know when and what learning is taking place. For
each lesson. Instead, there will be learners in the class example, how can we really know what our learners
that require additional support in some form, while have learned? What does progress actually look like?
others will need greater challenge. And how can we help each learner in the classroom
take the appropriate next step in their learning?
And so effective teaching is a process of
setting appropriate goals for learning,
finding out how far each learner has
progressed towards those goals, delivering
feedback that moves learning forward, and
taking action to promote further learning.

It’s a process of noticing and responding to learner

needs, moment by moment. In other words, ‘teaching
and learning have to be interactive’ (Black & Wiliam,
1998, p. 2).

4
To meet these challenges effectively, we need an
approach to teaching that focuses not only on
teaching and learning, but also on assessment. The use of assessment to inform
Assessment in this case doesn’t simply mean tests, instruction, particularly at the classroom
but any activity that yields information about level, in many cases effectively doubled
student learning. Assessment can present teachers the speed of student learning.
with information about a class as a whole, enabling Wiliam, 2011, p. 36
effective lesson planning and evaluation, but it can
also yield information about individual learners. By
This paper will outline how teachers can integrate
assessing where a learner is on their learning journey,
learning and assessment in their teaching practice
a teacher can provide evidence of progress that
in a way that maximally supports learner progress
shows learners what they have successfully achieved
and is fully integrated into the learning process. We
and motivates them to keep improving (Leenknecht et
provide evidence-informed strategies, insights from
al., 2021).
research, and practical advice to help you apply this
Assessment gives teachers the information needed approach effectively in your classroom. In doing so,
to deliver feedback with specific and relevant next we aim to support you in getting the most from every
steps, so that students also understand what to moment of learning, ensuring that your learners reach
do to improve. In fact, it is such a powerful catalyst their full potential.
to learning that Professor Dylan Wiliam concluded
that ‘the use of assessment to inform instruction,
particularly at the classroom level, in many cases
effectively doubled the speed of student learning’
(Wiliam, 2011, p. 36).

5
Integrating learning and assessment
to improve outcomes
Cambridge has brought together decades of
research on effective learning and assessment to
articulate an approach that optimally supports You know, I think one of the greatest
learner success. Learning and assessment have mistakes perhaps that we have made
traditionally been seen as separate, with the focus of in the history of education was to
teacher training and development being mostly, if not divorce learning from assessment.
exclusively, on learning. However, if we want to provide Andreas Schleicher, Director for
evidence of progress and give actionable feedback, Education and Skills at the Organisation
and ultimately improve our learners’ outcomes, we for Economic Co-operation and
Development (OECD, 2024)
need to use proven assessment principles integrated
into the learning process. Cambridge’s approach,
Integrated Learning and Assessment (ILA), seamlessly At the institutional level, integrating learning and
combines learning and assessment, and shows how assessment involves an alignment of goals across all
they can be integrated to maximise outcomes (Jones & parts of the institution. Learning potential is not fully
Saville, 2016; Salamoura & Morgan, 2021; Salamoura & realised if curriculum, learning objectives, teaching
Unsworth, 2015). materials, classroom practices and assessment tools
are not aligned to the same end goals, so educational
In its simplest form, integrating learning and
leaders must ensure that alignment.
assessment means combining teaching, learning
and assessment methods to plan, measure and
improve outcomes for learners. The implementation
of this approach requires action at the level of the
classroom, but also at an institutional level.

Curriculum

Learning
Formal
objectives
assessment
Real-world
language
ability
Teaching
Classroom
and learning
assessment
materials

Classroom
practices

Alignment of institutional and classroom intentions

6
Alignment of institutional and classroom intentions
What the evidence says:
For English language learners, the end goal of Alignment of goals and assessment
learning is to be able to communicate in the language,
The benefits of aligning assessment with learning
and the CEFR1 offers descriptors to break down the
objectives can be seen in research in Japan
language learning journey into objectives at all levels.
and Vietnam. When one high school in Japan
As the CEFR itself states, these enable ‘alignment
introduced Cambridge English Qualifications,
between curriculum, teaching and assessment,
which align well with the national curriculum
particularly teacher assessment, and above all
objectives, researchers found that both teachers
between the “language classroom world” and the real
and students willingly embraced a communicative,
world’ (Council of Europe, 2020, p. 44).
four-skill approach to learning. This was one
The CEFR, then, can be adopted as a point of of the factors that led to a steady increase of
reference for curriculum goals and more granular language proficiency scores for all skills, with the
lesson objectives in the classroom. But the formal highest scores in speaking, which was attributed
assessment instruments adopted by an institution to the fact that students were engaged more in
should also align with the communicative goals speaking activities during classes. Overall, the
of learners, since testing exerts an influence on study found that the introduction of Cambridge
teaching and learning. If a course includes an external English Qualifications aligned and supported
summative test (such as one of the Cambridge English well the national English curriculum in Japan by
Qualifications), course outcomes improve when the encouraging a balanced focus on all four skills
final summative test, learning resources and activities, and providing valuable feedback to teachers and
and classroom assessments are closely aligned. This learners via the exam reports (Allen et al., 2023).
alignment creates positive effects on teaching and
In Vietnam, the Ministry of Education introduced
learning, known as positive washback or impact. The
a CEFR-aligned English curriculum and Cambridge
summative test needs to fit the curriculum, learning
English Qualifications for Young Learners to
objectives and pedagogical approach set for the
support communicative language teaching and
course (Jones & Saville, 2016).
learning. Again, researchers found that the close
alignment of the curriculum and exams led to
positive learning outcomes, particularly in relation
to speaking production. Teachers changed their
teaching practices by prioritising speaking and
listening because they recognised the importance
of these skills in both the assessments and the
curriculum. Learners also reported increased
motivation to learn English and more confidence
in taking English language assessments because
classroom activities reflected exam tasks
(Khalifa et al., 2012).

1
 he Common European Framework of Reference for Languages (CEFR, Council of Europe, 2001) is widely used in language education, assessment and
T
certification, and is recognised by institutions around the world. It provides a common reference point for teachers, learners and language professionals to
assess and communicate language proficiency in speaking, listening, reading and writing, and to set goals for language learning and development.

7
At the classroom level, providing evidence of progress and actionable feedback (in other words, feedback that
makes it clear what the learner is doing well and what they should do next) are at the heart of successful ILA.
However, these rely on the clarity of learning objectives and the ‘next steps’ planned by teachers, creating four key
‘pillars’ that underpin the ILA approach:

We will explore each of these pillars in the rest of

How does ILA compare to formative
this paper.
assessment or assessment for learning?
The integration of learning and assessment ILA, formative assessment and assessment for
at both the institutional and classroom levels learning share a common goal of using assessment
is united by a common feature: the intention activities to gather evidence about learning to
to promote learning at every opportunity. inform future learning steps. While formative
assessment and assessment for learning mainly
Learners, teachers and the institutions they work
focus on ongoing classroom assessment, ILA
within need to be aligned to achieving the same goals
includes the full range of assessment activities,
from every moment of learning if learners are to
including formal assessments such as tests and
make progress.
exams which measure achievement or proficiency
at the end of a course or period of study
(summative assessment or assessment of learning).
If these forms of assessment are aligned to the
same goals as the other elements of teaching,
and if they are used by teachers for formative
as well as summative purposes, the processes of
learning and assessment are fully integrated and
support one another to achieve better outcomes
for learners.

8
Learning objectives

In the following sections we look more closely at each of the four pillars of ILA in
a classroom setting.

Clear learning What the evidence says: Setting and sharing

objectives learning objectives

Several studies and educational experts highlight
Successful teaching and learning begin with a clear the benefits of setting clear learning objectives
understanding of what students should know and be and sharing them with students. Insights include:
able to do by the end of a course.
• Clear goals and objectives are among the
The first step is for teachers and educational leaders best strategies to boost student achievement
to understand their curriculum goals, what success (Marzano et al., 2001)
looks like for their course, and what resources • Goal-setting and clear learning objectives
are available to help students meet those goals. significantly improve student learning by
Resources can include learning materials and providing a clear roadmap for both students
various types of assessments. All this knowledge and teachers (Hattie, 2009)
helps set clear learning objectives (Clarke, 2021) • Clear learning goals help students understand
and success criteria. what success looks like (Wiliam, 2011)
Learning objectives should: • Learners welcome clear success criteria
(DeLuca et al., 2018)
• Be aligned to overall goals for the course or period
of study Several teacher-led studies indicate that helping
• Be appropriate for the level of the learner students understand speaking and writing criteria
• Clearly articulate what needs to be learned improves their skills in these areas (Edwards, 2013;
Fyfe & Vella, 2012; Warwick, 2016). These students
When using the ILA approach in the classroom, it is are also better at reflecting on their learning,
also important to share the objectives and success which can lead to better learner autonomy
criteria with learners. This way, everyone knows what and outcomes.
they are working towards, which helps to create an
environment in which students are able to take a more
active role in their learning. Students can reflect on
their own learning better when they understand the
criteria used to measure their progress (Clarke, 2021).

9
Learning objectives in practice
Below is a clear learning objective from Cambridge Primary Path 2. The objective (to write a descriptive
paragraph) is at the end of the page and a series of activities leads the learner to write their own paragraph step
by step. The final activity is a checklist which explains what learners should include in their paragraph – a way to
detail and track success criteria. Learners can use this checklist to edit and improve their work.

Finally, detailed, clear objectives also help teachers

Writing
design their lessons ‘backward’ (Thornbury, 2024).
1 READ Read the descriptive paragraph My favorite place is the park This means starting with the learning objectives
from SB page 15. Write the words. near my house. It is a beautiful

a My favorite place is the park near

park. In the park, there are tall,
green trees. There are many
as the lesson outcomes, and only then deciding
my house.
favorite best new
birds and butterflies. There is
a big playground with swings, on lesson content that will help the learners reach
a slide, and monkey bars. There
b It is a
beautiful big
park.
small
is a small pond next to the
playground.
those outcomes and enable the teacher to assess
c In the park, there are
green trees.
I play with toy
sailboats there. success and give feedback. This is why clear
It’s the best park
short old tall in the world! learning objectives are crucial for ILA. Our next
d There is a playground.
small big old focus in integrating learning and assessment is the
2 PLAN What is your favorite place in your neighborhood?
Complete the chart.
assessment itself.
My Favorite Place Things It Has Adjectives

3 WRITE Write a descriptive paragraph about your favorite place in your

neighborhood.

My favorite place in the neighborhood is

4 EDIT Check .
Writing Checklist
I expressed my opinion in I used adjectives in a
a descriptive paragraph. descriptive paragraph.
I can identify compound nouns.

10
SB page 15

Cambridge Primary Path 2 Activity Book, p. 10

10
Collecting evidence
of progress

Setting and sharing clear learning objectives is

What the evidence says: Collecting evidence
essential if those objectives are to be achieved. But
of progress
to understand where students are on their journeys
to achieving these objectives, it is necessary to collect The value of collecting evidence of progress is
evidence of their progress. in the information it provides to teachers about
student learning, which can then be used to
Teachers following an ILA approach use various
deliver actionable feedback. Most of the research
ways of collecting evidence that give meaningful
in this area is therefore focused on the impact
insights into learning. Learners and teachers can see
of feedback (see next section), rather than the
what has been understood or what skills have been
collection of evidence. Evidence of progress can
developed, how learners are performing, and where
be collected through formal language assessment
they may need more support or challenge.
(e.g. Bachman & Damböck, 2018; Phakiti &
Teachers use assessment to collect evidence of Leung, 2024).
progress, but assessment does not only mean formal
However, evidence of progress can also be
tests. In ILA, assessment can range from a teacher
collected through classroom dialogue and
asking a concept checking question or learners doing
questioning, with some notable research findings:
quizzes and practice activities, to learners taking
progress or exam practice tests – anything that is • Introducing teacher ‘wait time’ after asking
designed to show what learners know and can do. learners a question, or after a learner
response, improves the quality and quantity of
For example, learning or practice activities can
student answers (Rowe, 1974).
also serve as assessments if they are aligned to
• After hearing a student speak, teachers should
learning objectives, because they will show progress
avoid indicating agreement or validating
towards those goals. The teacher then monitors how
correct answers. Instead, they should invite
students complete those activities. The evidence
other students to comment (Scrivener, 2012).
the teacher collects will show which students are
• Black et al. describe how many of the teachers
learning and which need more help. For instance,
they worked with found it helpful to have a
if a teacher has recently taught learners how to
‘no hands up’ rule in class: the teacher would
talk about events in the past, and given students a
instead nominate students to speak and would
paired speaking task for practice, the teacher can
expect a considered answer. This could then be
note examples of usage while observing the learners
discussed further (Black et al., 2003).
as they complete the task. Some of these examples
will be of effective usage, and others might need
This is ILA in action. It is not necessary to stop the
correction to, for example, grammar, pronunciation
learning and carry out a formal test to gain insights
or appropriacy. This information helps determine if
into learner progress (although this can be useful
students need more practice or if they have achieved
periodically). ILA helps teachers and learners to see
the learning objective well enough according to the
progress towards smaller objectives that lead to
curriculum standards.
their overarching goals on an ongoing basis; and ILA
allows teachers to respond ‘in-flight’ to support and
challenge learners as appropriate.

11
Collecting evidence of progress in practice
Cambridge courses have practice and assessment In addition to activities, teachers can elicit evidence
activities that are designed to provide valuable of progress through the questions they use in the
insights into learning. In the example below from classroom, and through classroom talk. They can
Power Up, the Mission activity provides the teacher also invite learners to reflect on what they have
with crucial insight into how successfully learners have learned and what they are finding challenging, and
acquired the new vocabulary on the first page, as well this can provide valuable evidence of progress for
as the grammar (adverbs) on the second page. informing follow-up work. (See the Cambridge Guide
to Integrating Learning and Assessment for more.)
This Mission activity is a vehicle for learning, but also
Recording the evidence of progress that is collected
for assessment of the learning outcomes for the unit
in class will enable teachers to build up a meaningful
up to that point. These are given in the Teacher’s
picture of learner progress over time, as well as
Book, and include: By the end of the lesson, learners
learner strengths and weaknesses.
will be able to talk about natural features.
Evidence of progress is only useful to the extent
Activities such as this can encourage learners to
that it informs future teaching or learning activity,
produce evidence of their learning, but the teacher’s
particularly feedback to learners. So, let’s focus on
role is crucial in actually collecting that evidence.
feedback now.
Teachers need to monitor learners as they perform
such activities and listen for evidence of successful
performance. Equally important is evidence of
unsuccessful performance, as this will form the basis
for feedback and improvement. 4 Vocabulary 1
Mrs Fr
Learning outcomes By the end of the lesson, learners
will be able to talk about natural features. Rose:
May:
New language island, jungle, moon, plant, sky, star,
waterfall, wave, world
4 4 countryside, costume,
Vocabulary 1 Language practice 1
Recycled language animals, Rose:
1 2.02 Listen. What did May and Fred make last week? 1 Look at the pictures. superlatives (the …est in the world), questions
Which instrument do
May:
Diversicus is in India. This afternoon moon you think they play
to make the sounds?
Materials video, Natural features flashcards, word cards
Rose is talking to Fred and May about
the new show for their world tour. sky a b c
(optional),
d e
audio f
star Pablo
waterfall
jungle plant
Warm-up Rose:
2 2.07
Ask about
How are they playing the●instruments? natural features, e.g. Are there mountains in your
Choose,
then listen and check. country? What are they called? Is there a forest? What type
1 A waterfall: he’s playing the piano slowly / quickly and loudly / quietly.
2
of animals live there? Did you see any fields when you came
Bad weather at sea: he’s playing the drums slowly / fast and loudly / quietly. Key: T
3 to school? Did you see plants or animals? Are there any lakes
Sunny island: she’s playing the guitar loudly / quietly and slowly / quickly.
4
near here? Which is the longest river in your country?
Rain in the jungle: he’s playing the piano slowly / quickly and loudly / quietly.
Exte
5 A bird in the tree: she’s singing beautifully / badly.
6 Waves at night time: she’s playing the piano loudly / quietly and slowly / quickly. audio
wave
Presentation
Grammar spotlight 1 Wh
2.08
● Hold up each Natural features flashcard and say the word.
We mustn’t talk loudly. Look carefully at the plants.
Learners repeat.
It worked well. 2 Is i
3 Think of your family. Read ● Display the flashcards. Learners say the words.
and answer.
3 Do
Who … talks quietly? eats loudly?
Write
● runs a quiz on the board. Learners answer in pairs.
fast? listens carefully? bea
world 1 Which is the biggest island in the world? 4 Wh
STAGE 1
island
Design a map for a jungle adventure park. A Madagascar B Greenland C Great Britain the
2 Say the chant. 2 Where can you find the most types of plant in the world?
Work in groups. Choose a name for your park.
2
2.03 Draw a map of the park. My 2.03
3 Listen. Who says it? Say the name. A Ecuador
Label the natural features. Write a short description of each one. B Australia C Brazil
2.04

3TheWhere
This is the waterfall. is the
water is moving fast.tallest waterfall in the world?
diary
● Say L
Activity Book
Learn
A South Africa B The USA C Venezuela
page 44

● Pract
Natural features 45 4 How many stars can
Adverbs we see
of manner 47 in the night sky?
Track
A 5,000 B 2,000 C 1,000
Water
5 Where are the most dangerous waves to surf? Jungle
Power Up Level 3 Student’s book, p. 45 and p. 47 A Portugal B California C Hawaii Star, p
● Check answers: 1 B, 2 C (55,000 species), 3 C (Angel Moon
Falls, 979m), 4 A, 5 C (‘The Pipeline’).
3 2.04
Pupil’s Book, page 45 ● Read
1 Listen. What did May and Fred make sente
2.02
Track
last week? 1 Fre
● Say Open your Pupil’s Books at page 45. Who is in the picture? 2 Ros
3 Mrs
(Su-Lin, Jim, Jenny, Pablo, Rose, May, Fred and Mrs Friendly)
4 Ma
● Read the caption. Ask Who is holding the new scenery? 5 Pab
(Fred) Explain that Fred and May are telling the others
about their ideas for the show. Teach design.
12
Key: 1
● Ask What did May and Fred make last week? Let’s listen. Play the 5 Pab
Providing actionable
feedback

Feedback is a response to a learner’s success criteria provide a benchmark against which

performance, understanding or behaviour. evidence of progress can be compared. Feedback
It can range from a minimal comment or is then used to close the gap between student
correction at one end of the continuum to performance and the expected level of performance
a full explanation, guidance or re-teaching (Black et al., 2003).
intervention at the other.
Incorporates evidence of progress – It is essential
It can come from the teacher (delivered verbally or in for learners to know when, why and how they have
writing), from other learners, or as part of a process performed well, so that they can continue to perform
of self-assessment. Actionable feedback is feedback well. Feedback on correct responses is actually more
which makes it clear what the learner should do next. effective than feedback on incorrect responses
(Kluger & DeNisi, 1996), and so positive comments that
Feedback is at the heart of ILA. Teachers collect are specific are a feature of effective feedback.
evidence of progress to gain insights that can feed
back into learning and teaching. That evidence is Is actionable – Learners also need to understand
then used to provide targeted, actionable feedback how they can perform better. Giving learners a grade
to help learners make progress and improve tells them nothing about what they should do to
their performance. improve, and so grades do not lead to improvement
(Butler, 1988). Instead, feedback should specifically
It has been said that ‘to teach is to give feedback’ address what the learner must do to better achieve
(Fanselow, 1987, p. 267) and this reflects the the learning objectives. This feedback may deal with
professional judgement and expertise that goes into the task at hand, with the subject (English language,
delivering feedback effectively. There is no formula in our case), or with learning strategies (Collin &
for successful feedback that can apply to all teaching Quigley, 2021; Hattie & Timperley, 2007), but it should
situations, and so adhering to universal principles be remembered that ‘the purpose of the feedback
of effective feedback is likely to be more useful than is to improve the learner, and not the work’ (Wiliam,
focusing on techniques for delivering it (Collin & 2018, p. 17).
Quigley, 2021).2
Timely – Feedback needs to be delivered at a time
when learners are attentive and when it is perceived
Principles of effective as relevant.

feedback Is planned for – Teachers should allow time in their

lesson plans both for giving feedback to learners,
Linked to learning objectives – Feedback should and for learners to act on the feedback that they
relate directly to the learning objectives and success have received (Collin & Quigley, 2021), for example by
criteria for the task or lesson. This ensures that it repeating the task they received feedback on.
is targeted and relevant. Learning objectives and

2
 or further discussion of the techniques for giving feedback see the following Cambridge
F
publications: Giving feedback on speaking and Giving feedback to language learners.

13
Actionable feedback What the evidence says: actionable

in practice feedback
Feedback is among the most important factors
Impact research on the Empower language learning affecting learning outcomes (Black & Wiliam,
course shows the usefulness of providing evidence 1998; Hattie, 2009; Hattie & Clarke, 2019; Hattie &
of progress. Empower featured integrated progress Timperley, 2007).
tests and personalised practice activities based on
the results from those tests. The impact study found Why? Because feedback is a form of scaffolding
that 77% of students reported that they better that helps learners notice and think about their
understood their strengths and weaknesses because understanding of a language feature or approach
of the progress tests, while 71% said these tests helped to learning. They can then make a change
them improve their English (Cambridge Assessment which will help them move toward an improved
English, 2017). performance (Lantolf & Poehner, 2008; Lyster,
2013; Purpura, 2004). Effective feedback can also
Although digital learning resources like Empower help learners persist and increase their effort
can provide some level of feedback to learners, the when learning becomes challenging. It focuses
high level of professional judgement required to learner attention on the possible actions to take
deliver feedback effectively means that this crucial to achieve success (Brooks et al., 2019; Kluger &
element of learning is likely to remain a core part of DeNisi, 1996).
the teacher’s role. Teachers know and understand
their learners more than digital tools can – even those
powered by generative artificial intelligence, which
can support and complement the role of teachers.

As well as delivering actionable feedback to improve

learning, teachers also need to consider the next
steps for the class or individual students. Let’s focus
on this next.

14
Tailored follow-up

One of the main benefits of the ILA approach

What the evidence says:
is gaining insights to inform future teaching
Personalised learning
so that it can better meet students’ needs.
Researchers in the US found that schools which
These insights can be used to inform whole-class implemented personalised learning approaches
lesson planning as well as to provide support and achieved greater learner progress in mathematics
challenge to meet the needs of individual learners, and reading when compared to peers in schools
so that learning can become more personalised not engaged in personalised learning (Pane et
and differentiated. al., 2015). More importantly, lower-performing
students made substantial gains, often catching
up to their higher-performing peers. Key features
Personalised learning of the personalised learning approach adopted
in these schools were the use of data to make
While the goal for each learner in a learning
teaching decisions, sharing and discussing learning
environment is challenge and maximum growth,
data with students, and the use of technology
teachers will often define challenge and growth
for personalisation.
differently in response to learners’ current, diverse
interests and starting points (Tomlinson, 2017). The However, the same researchers later found that
aim of personalised learning is to thoroughly engage the effect of personalised learning on student
learners in the process, building on their interests, achievement is very modest, so evidence for the
aptitudes and strengths, and thereby developing efficacy of personalised learning is not clear-cut
their intrinsic motivation for achievement and success. (Pane et al., 2017).

This usually involves personalisation of aspects of

teaching and learning, since it is practically impossible
to provide a completely personalised learning
experience to every student (Kerr, 2022). Nevertheless,
small changes to accommodate learner preferences,
such as allowing students the option of reading or
listening to a text intended to present vocabulary, can
be very welcome. Such interventions can be informed
by the evidence of learning that teachers collect as
part of an ILA approach.

15
Differentiated What the evidence says:

instruction Differentiated instruction

Differentiated instruction can positively impact
Differentiated instruction involves using tailored learning outcomes. As part of a large-scale school
pedagogical strategies, educational materials, and improvement program, researchers found that
learning content to cater for individual learning students who received differentiated instruction
needs, abilities, and interests (Tomlinson, 2001). For achieved better learning outcomes compared to
example, imagine a language classroom with mixed- the general student population (McQuarrie et
ability learners working towards a common learning al., 2008).
objective, such as writing a persuasive paragraph.
When using differentiated instruction, a teacher might In the English language classroom, differentiated
have some students focus on writing a topic sentence instruction led to increased motivation,
and supporting details, others on using persuasive engagement and learning outcomes. One study,
language, and a few on responsibly and critically for example, used tasks that allowed students to
using outside sources to support their viewpoints. practice skills at different levels of complexity and
challenge. The researcher found that students in
Grounded in assessment, differentiation uses her speaking and listening class had increased
evidence of learning as a catalyst to tailor content motivation and confidence in their English skills
and processes, helping each learner maximise their as a result of this differentiated instruction (Chen,
potential and talents. It is therefore ideally placed 2007). Similarly, other researchers found improved
in an ILA approach. Effective content differentiation second language reading outcomes in response
practices require an understanding of each to differentiated instruction when compared to
learner’s needs, knowledge base, and readiness. This control groups (Aliakbari & Haghighi, 2014; Smadi &
understanding is based on the evidence of progress Al Masri, 2018).
that teachers collect through formal instruments
(such as written questionnaires, placement tests, and
needs analysis) or informal ones (such as observations,
learner training activities, and conversations).

Whether at the class level or the level of the individual

learner, differentiation is intended as a response to
learning needs identified by assessment.

16
Tailored follow-up in The ILA cycle
practice The ILA approach is a cyclical rather than a linear
process. As we have seen, it is centred around
There are many ways of offering personalised
collecting evidence of progress and using this
learning and practising differentiated instruction. For
evidence to help learners achieve their learning goals
example, some of the most widespread strategies for
through actionable feedback and tailored follow-
content personalisation are:
up. But the ILA process does not stop there. Once
• Give learners choice of which sub-topic of the main learners have completed tailored activities matched
subject they want to learn to their identified needs, it is time for the teacher
• Use materials about the same topic in different to look at their performance again and evaluate
levels of complexity it against the learning objectives. Depending on
• Use multimodal materials (written text, whether the learners are on track to achieve their
infographics, videos, podcasts, etc.) objectives or not, the teacher may wish to modify
• Vary the delivery format or set new learning objectives. In this way, learning
• Arrange the content to be taught in parts of objectives always incorporate follow-up decisions,
different sizes and the lesson plans deriving from those objectives
• Use the jigsaw approach (assign different portions also form an opportunity to act on evidence
of a text to different learners) of progress.

17
Tips for successful
implementation

In conclusion, to integrate learning and assessment in the classroom effectively, you need to
take account of the four pillars of ILA:

    In the classroom:

Learning objectives Evidence of progress Actionable feedback Tailored follow-up

Set or choose clear Observe and assess your Use the evidence Use the insights and
learning objectives learners’ progress using of progress you get information gained
based on your course. a variety of assessment from assessment to by the assessment
and practice activities. give feedback. activities to offer
Share the objectives
students personalised
and success criteria Ensure any external Make sure your
learning opportunities.
with students. summative test you use feedback is effective
fits your curriculum and and actionable (see the Differentiate instruction
Help the students
learning objectives and section ‘Principles of to better meet individual
understand the
has a positive impact/ effective feedback’). learners’ needs and help
learning objectives and
effect in your classroom. them improve.
success criteria so they
know what they are
working towards.

    In the institution:

Learning objectives Evidence of progress Actionable feedback Tailored follow-up

Select learning materials Promote teaching Support teachers to Make time, and allow the
and assessments methods that provide deliver actionable freedom, for teachers
that align with opportunities for feedback, not just to plan lessons that
curriculum goals. learners to demonstrate grades. meet the needs they
what they can do. have identified through
collecting evidence
Ensure any external
of progress.
summative test you use
fits your curriculum and Compare the results of
learning objectives and external summative tests
has a positive impact/ to country averages
effect in your classroom. to identify institutional
training needs or to
make improvements
to curriculum.

18
Conclusion adapts to and supports students’ evolving needs.
That process of alignment will generally be driven
To sum up, ILA offers significant benefits to learners, by the institution, which benefits from the clarity of
but also to teachers and institutions. Learners receive purpose that results when teaching, learning and
evidence of progress and actionable feedback, assessment are all aligned to the same goal.
which enhances their understanding and guides
To learn more, visit: cambridge.org/ILA
their future learning decisions. This is underpinned by
ongoing assessment which allows teachers to identify
individual and collective learning gaps, enabling them
to plan subsequent lessons that are more targeted
Acknowledgements
and responsive to the needs of the entire class We would like to thank Miranda Hamilton, Cecília
and specific students. By aligning instruction with Harmer, Chris Hughes, Mark Meredith and Pablo
assessment, educators can create a more dynamic Toledo for their insightful comments on the drafts
and effective learning environment that continuously of this paper.

19
Quiz

How integrated are learning and assessment

in your context?
Use this quiz to identify your strengths and areas of potential development in further
integrating learning and assessment. Read each statement and choose the option that best
describes your current teaching practice. You will find specific guidance to help you learn
more about each element of ILA and choose some next steps in the relevant sections of
this paper.

Most of
Always the time Sometimes Occasionally Never Your
score
Points: 5 4 3 2 1

Sharing clear learning objectives

I set or choose clear learning objectives based

on my course or syllabus

I share learning objectives and success criteria

with learners

I help my learners understand the learning

objectives and success criteria so they know
what they’re working towards

Collecting evidence of progress

I observe and assess my learners’ progress using

a variety of assessment and practice activities

I record the evidence of learning that I

collect from learners, to build a picture
of their progress

I use the results of summative tests to help

me give feedback and plan future learning

Providing actionable feedback

I use the evidence of progress I get from

assessment activities to inform feedback

I deliver actionable feedback to learners

Tailored follow-up

I use the insights and information gained

by assessment activities to offer learners
personalised learning opportunities

I differentiate instruction to better meet

individual learner needs and help them improve

Total score

20
Once you have completed the quiz, determine your overall score by totalling your answers to each statement, then
check your recommendation below:

Your score Recommendation

35 or more You are integrating learning and assessment well. You could either choose to build
on a current strength or to improve an area in which you feel less confident.

20-34 You have a foundation of good practice to build on. Focus on integrating learning
and assessment through learning objectives and collecting evidence of progress,
and build from there.

19 or below There is significant potential to improve learner outcomes in your context by

aligning learning and assessment. Begin by focusing on learning objectives.

21
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