Formative Assessment Assessment FOR Learning

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Formative AssessmentAssessment FOR Learning

• Alison Kidd
• Assessment is for Learning

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Learning Intention Success Criteria

• We are learning about developments in formative
  assessment and their impact on learning and
  teaching

• Staff will know the 4 key ideas which can help us
  to improve learning, achievement and attainment
• Staff will know several strategies which they can
  apply in their own context.

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The 4 key ideas

• Sharing learning intentions, discuss success
  criteria

• Effective feedback

• Effective questioning and quality discussion

• Peer/self evaluation

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Learners learn best if they

• Understand clearly what they are trying to learn
  and what is expected of them
• Are given feedback on their work and advice on
  what they need to do to improve
• They are fully involved in deciding what needs to
  be done next and who can give them help if they
  need it

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Key Question

• What does effective classroom dialogue
• look like and sound like?

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Effective dialogue

• Pupils and teachers get the feedback they need to
  move the learning forward
• Learning starts from where the pupils are
• Pupils are active in the process of learning
• Teacher/pupil learns what the pupil knows, partly
  knows and doesnt know.

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Rich questions

• Questions to explore pupil understanding of
  Learning Intention
• Planning key questions- collaborate
• Use Blooms taxonomy
• Children asking questions
• Thinking hats

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Changing the thinking demand of Qs

• Thinking Demand Blooms Taxonomy

High
Evaluating( making judgements)
Synthesis (creating something new)
Analysis ( breaking things down)
Thinking demand
Application (apply to new contexts/situations)
Comprehension (simple explanation)
Low
Knowledge (recall)
Blooms Taxonomy ( Different ways of thinking )
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More questioning strategies

• A range of answers
• A statement
• Right and wrong
• Giving the answer
• (Shirley ClarkeFormative assessment in action)

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A range of answers...

• Which activities improve the efficiency of the
  heart?

• Cycling
• Walking
• Golf
• Swimming
• Skydiving
• Darts

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A Statement

• All drugs are bad for you.
• All metals are magnetic
• Goldilocks was a burglar
• Everyone Jesus met was pleased to see him.
• Agree or disagree and give reasons

• Agree or disagree and give reasons

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Right and wrong/opposites

• Why is this sum right and this sum wrong?
• Why is this sentence grammatically correct and
  this one not?

• Why does this ball bounce and this one doesnt?
• (Beat the teacher!)

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Giving the answer

• Paper is a good material for tissues-why?
• This is a complex sentence-why?

• 73212. What strategies did you use to come up
  with the answer?

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Spot the difference

• What makes the dialogue in transcript 2 more
  effective than that in transcript 1?

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Strategies to support all learners

• Wait time
• Think, pair, share
• No hands up
• Basketball or table tennis?
• (Pose, pause, pounce, bounce)
• Active Assessment

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Effects of Increased Wait Time

• Longer answers
• Decreased failure of response
• Increased confidence of response
• Students challenged and/or improved answers of
  other students
• More alternative explanations offered

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Effective Feedback

• Poster parade/comfort break!

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• Effective Feedback
• The rule of thumb is to
• keep your corrections and your comments specific
  and ensure that they put responsibility back onto
  the pupil.
• The pupil should spend more time responding to
  the marking than you spend doing it.

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Feedback needs

• To focus on clear learning intentions/success
  criteria
• To highlight where success occurred and where
  improvement could take place
• To be in a form which is accessible to the
  learner
• To give strategies for improvement (often oral),
  if this is beyond the means of the learner
• Allocated time in which to take place
• To be used by teachers to plan future learning
• Systematically relinquish control, modelling
  processes

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Improvement prompts

• Reminder prompt Say more about Pauls character.
• Scaffolded prompt What type of boy is Paul -
  good, bad, shy, kind? Or your own idea.
  Finish this Paul
  liked to play jokes on people. For instance,
  he
• Example prompt Choose one of these or your own to
  describe his character
  James was a kind, likeable boy with a
  great sense of humour.
  James was easily bored and liked lots of
  attention.

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3 key points for plenary

• Overall impression of strategies
• One great idea
• One next step

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Further reading

• Kings College ( Nfer Nelson)
• Inside the Black Box
• Working Inside the Black Box
• Science Inside the Black Box
• Shirley Clarke Hodder and Murray Publications
• Formative Assessment in the Secondary
  Classroom(2005)
• Enriching Feedback (2003)
• Formative Assessment in action(2005)