Formative Assessment: Action Research Learning Teams

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Formative AssessmentAction Research Learning
Teams

• SHIRLEY CLARKE
• Associate, Institute of Education
• University of London

AAIA 2006 Newcastle
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Formative Assessment is continuing Action
Research
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Current Learning Teams
East Lothian
Salford
North Yorkshire
Blackburn w/Darwin
Lincoln
Powys
Essex
Gloucester
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Day One

• Learning Objectives
• Success Criteria
• Effective Questioning

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Day Two

• AM feedback findings
• PM peer evaluation / feedback

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Day Three

• AM feedback findings
• PM showcase to local schools

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Two teachers per school
Learning Journal
What did you do?
What was the impact?
How did you know?
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2 0 0 6 findings so far ...
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Separating the Learning Objective from the
Context
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We would learn...
We would learn...

Before
After
To write instructions for making a sandwich
To write instructions Context a sandwich
...how to make a sandwich
...how to write instructions
To understand why Jesus told stories Context The
Good Samaritan
To understand why Jesus told the story of
the Good Samaritan
...about God and what he wants us to do and
how to behave
...about God and the stories of the New
Testament
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Impact

• Transferring skills
• Learning language
• Sharper planning

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The development of Success Criteria
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direct speech
Closed Skills
using a multiplication grid
drawing conclusions
Open Skills
using effective adjectives
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Impact

• open/closed skills eliminated minimalism
• foundation stage children involved
• generic success criteria

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• success criteria internalised
• pupils creating their own
• greater inclusion
• behaviour improved
• higher attainment

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Talking Partners
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• random partners
• change regularly
• success criteria
• development and training

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Impact learning social

• culture of wait time
• children want to discuss
• greater inclusion
• more writing/richer vocabulary

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• teachers now the listeners
• vital life skill for children
• children are developing new skills
• EAL supported
• resistance of older children
• parents problems

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Use of old pieces of work or products
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• to generate success criteria
• to clarify understanding
• to discuss quality using two pieces
• to model success improvement

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Impact

• children working harder
• more pupil self/peer evaluation
• higher achievement

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Integrated Feedback
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• less marking by teacher
• continual evaluation
• plenary moved to the beginning
• on the spot modelling of improvement
• increased use of technology

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Impact

• different lesson structure
• new teacher role-checking
• higher quality
• manageability
• on the spot improvement
• no training needed

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What the children said ...
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SUCCESS CRITERIA
Knowing the learning objective is like knowing
the rules of a game, but having the success
criteria is knowing how to win. (Glos)
I can see where I have or have not achieved.
(E. Lothian)
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Do they do success criteria in secondary school
because I really know what Im doing with them?
(Essex)
English used to be crap with you but its good
now. (Powys secondary)
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Talking Partners
Its a good way to learn as you work as a
team...you have two brains instead of one.
(Salford)
If you have to talk you have to think. If you
did not have talking partners youd feel left
out. I get to learn things from others I didnt
know. (EL)
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Integrated Feedback
Its good because it pushes you to the limit to
work harder.
I think its a good idea because it shows what
we have improved on and also what needs
improving.
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ShirleyClarke

• T 01342 826939
• F 01732 700856
• shirleyclarke-education.org

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Rosie Natalie
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Mr. A. Wintergarten 15 Garden Close Tonbridge,
Kent TN2 6DT
Dear Rose, I am sorry I scared you. I will send
you back your ball. I will be friends with
you. My house is so dark because the sun
light cant get to it. My dog is not bad even if
he is big. Can you come every day? Ive had no
children for ten years. Do you forgive
me? Love, Mr. Wintergarten
Rosie Natalie
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IMPROVEMENTS
Can you come every day ?
To ...
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