Many of the themes presented in the ‘Winning Theory’ demonstrate clear links to the rationale of Assessment is for Learning and the confidence that every learner can improve.
The characteristics of assessment that promote learning include helping the pupil to know and to recognise the standard they are aiming for, involving pupils in self‐assessment and providing feedback which allows pupils to recognise their next steps and how to take them (Clarke 2001).
Yehuda argues that by building an awareness of the winning behaviour techniques and by debriefing, the route to success becomes more efficient with the risk of failure being much reduced.
By following the warrior – thinker – skill refiner – continuous debriefer model along with the winning behaviours of T – CUP, the discipline and patience to achieve goals will be developed.
Debriefing with feedback and suggestions for improvement and the identification of strengths and weaknesses are common to both Assessment is for Learning and ‘The Winning Theory’; the latter can provide pupils with the skills and a ‘winning mentality’ to enable continual self reflection in order to improve; therefore it clearly supports the rationale of Assessment is for Learning.
The purpose of Curriculum for Excellence is to enable children and young people to develop and become responsible citizens, confident individuals, effective contributors and successful learners ‐ the ‘four capacities’.
Curriculum for Excellence states that children and young people are entitled to experience opportunities for developing skills for learning, skills for life and skills for work.
The techniques described within the Winning Theory that are used to maximise potential, overcome obstacles and to continually improve clearly compliment these aspects of Curriculum for Excellence and will contribute to the development of confident individuals, effective contributors and successful learners.
