Formative Assessment: Action Research Learning Teams

Formative Formative Assessment:Assessment:

Action Research Learning Action Research Learning TeamsTeams

Formative Formative Assessment:Assessment:

Action Research Learning Action Research Learning TeamsTeams

SHIRLEY CLARKESHIRLEY CLARKEAssociate, Institute of EducationAssociate, Institute of Education

University of LondonUniversity of London

SHIRLEY CLARKESHIRLEY CLARKEAssociate, Institute of EducationAssociate, Institute of Education

University of LondonUniversity of London

AAIA 2006 NewcastleAAIA 2006 Newcastle

Formative AssessmentFormative Assessment is is continuing continuing

Action ResearchAction Research

Current Learning Teams:Current Learning Teams:

EssexEssex

North YorkshireNorth YorkshireNorth YorkshireNorth Yorkshire

GloucesterGloucesterGloucesterGloucester

Blackburn Blackburn w/Darwinw/Darwin

Blackburn Blackburn w/Darwinw/Darwin

SalfordSalfordSalfordSalfordEast LothianEast LothianEast LothianEast Lothian

PowysPowysPowysPowys LincolnLincolnLincolnLincoln

Day OneDay OneDay OneDay One

LearningLearning Objectives Objectives

SuccessSuccess Criteria Criteria

Effective Effective QuestioningQuestioning

LearningLearning Objectives Objectives

SuccessSuccess Criteria Criteria

Effective Effective QuestioningQuestioning

Day TwoDay TwoDay TwoDay TwoAMAM: : feedback feedback findingsfindings

PM:PM: peer peer evaluation / evaluation / feedbackfeedback

AMAM: : feedback feedback findingsfindings

PM:PM: peer peer evaluation / evaluation / feedbackfeedback

Day ThreeDay ThreeDay ThreeDay Three

AMAM: : feedback feedback findingsfindings

PM:PM: showcase to showcase to local schools local schools

Learning JournalLearning Journal

Two teachers per Two teachers per schoolschool

What did you do?What did you do?What was the What was the

impact?impact?How did you How did you

know?know?

2 0 0 6 2 0 0 6 findingsfindingsso far ...so far ...

Separating the Separating the Learning Learning

Objective Objective from from the the ContextContext

Separating the Separating the Learning Learning

Objective Objective from from the the ContextContext

BeforeBefore We wouldWe wouldlearn...learn... AfterAfter We would We would

learn...learn...

To writeTo writeinstructionsinstructionsfor making afor making asandwichsandwich

‘‘...how to ...how to make amake asandwich’sandwich’

To writeTo writeinstructionsinstructionsContext:Context:a sandwicha sandwich

‘‘...how to...how towritewriteinstructions’instructions’

To To understandunderstandwhy Jesuswhy Jesustold thetold thestory of thestory of theGoodGoodSamaritanSamaritan

‘‘...about God...about Godand theand thestories of thestories of theNew Testament’New Testament’

To To understandunderstandwhy Jesuswhy Jesustold storiestold storiesContext:Context:TheTheGoodGoodSamaritanSamaritan

‘‘...about God...about Godand what heand what hewants us towants us todo and howdo and howto behave’to behave’

ImpactImpactImpactImpact

Transferring skillsTransferring skills

Learning languageLearning language

Sharper planningSharper planning

Transferring skillsTransferring skills

Learning languageLearning language

Sharper planningSharper planning

The development ofThe development ofSuccess CriteriaSuccess Criteria

Closed SkillsClosed SkillsClosed SkillsClosed Skills

Open SkillsOpen SkillsOpen SkillsOpen Skills

direct speechdirect speech

using a multiplication gridusing a multiplication grid

drawing conclusionsdrawing conclusions

using effective adjectivesusing effective adjectives

ImpactImpactImpactImpactopen/closed skills open/closed skills eliminated minimalismeliminated minimalism

foundation stage foundation stage children involvedchildren involved

generic success generic success criteriacriteria

success criteria success criteria internalisedinternalised

pupils creating their pupils creating their ownown

greater inclusiongreater inclusion

behaviour improvedbehaviour improved

higher attainmenthigher attainment

TalkingTalkingPartnersPartners

random partnersrandom partners

change regularlychange regularly

success criteriasuccess criteria

development development and trainingand training

random partnersrandom partners

change regularlychange regularly

success criteriasuccess criteria

development development and trainingand training

culture of wait timeculture of wait time

children want to children want to discussdiscuss

greater inclusiongreater inclusion

more writing/richer more writing/richer vocabularyvocabulary

culture of wait timeculture of wait time

children want to children want to discussdiscuss

greater inclusiongreater inclusion

more writing/richer more writing/richer vocabularyvocabulary

ImpactImpact:: learning & social

ImpactImpact:: learning & social

teachers now the listenersteachers now the listeners

vital ‘life skill’ for childrenvital ‘life skill’ for children

children are developing new children are developing new skillsskills

EAL supportedEAL supported

resistance of older childrenresistance of older children

parents’ problemsparents’ problems

teachers now the listenersteachers now the listeners

vital ‘life skill’ for childrenvital ‘life skill’ for children

children are developing new children are developing new skillsskills

EAL supportedEAL supported

resistance of older childrenresistance of older children

parents’ problemsparents’ problems

Use ofUse of ‘old’ ‘old’ piecespiecesof workof work

oror productsproducts

to generate success to generate success criteriacriteria

to clarify understandingto clarify understanding

to discuss quality using to discuss quality using two piecestwo pieces

to model success & to model success & improvementimprovement

to generate success to generate success criteriacriteria

to clarify understandingto clarify understanding

to discuss quality using to discuss quality using two piecestwo pieces

to model success & to model success & improvementimprovement

children working children working harderharder

more pupil self/peer more pupil self/peer evaluationevaluation

higher achievementhigher achievement

children working children working harderharder

more pupil self/peer more pupil self/peer evaluationevaluation

higher achievementhigher achievement

ImpactImpactImpactImpact

IntegrateIntegratedd

FeedbackFeedback

IntegrateIntegratedd

FeedbackFeedback

less marking by teacherless marking by teacher

continual evaluationcontinual evaluation

plenary moved to the plenary moved to the beginningbeginning

on the spot modelling of on the spot modelling of improvementimprovement

increased use of technologincreased use of technology

less marking by teacherless marking by teacher

continual evaluationcontinual evaluation

plenary moved to the plenary moved to the beginningbeginning

on the spot modelling of on the spot modelling of improvementimprovement

increased use of technologincreased use of technology

different lesson structuredifferent lesson structurenew teacher role-new teacher role-checkingcheckinghigher qualityhigher qualitymanageabilitymanageability‘‘on the spot’ on the spot’ improvementimprovementno training neededno training needed

different lesson structuredifferent lesson structurenew teacher role-new teacher role-checkingcheckinghigher qualityhigher qualitymanageabilitymanageability‘‘on the spot’ on the spot’ improvementimprovementno training neededno training needed

ImpactImpactImpactImpact

What the children said ...What the children said ...

SUCCESS CRITERIASUCCESS CRITERIA

““Knowing the learning Knowing the learning objective is like knowing the objective is like knowing the rules of a game, but having rules of a game, but having the success criteria is knowing the success criteria is knowing how to win.” how to win.” (Glos)(Glos)

““Knowing the learning Knowing the learning objective is like knowing the objective is like knowing the rules of a game, but having rules of a game, but having the success criteria is knowing the success criteria is knowing how to win.” how to win.” (Glos)(Glos)

““I can see where I have or I can see where I have or have not achieved.” have not achieved.” (E. (E. Lothian)Lothian)

““Do they do success criteria in Do they do success criteria in secondary school because I secondary school because I really know what I’m doing really know what I’m doing with them?” with them?” (Essex)(Essex)

““Do they do success criteria in Do they do success criteria in secondary school because I secondary school because I really know what I’m doing really know what I’m doing with them?” with them?” (Essex)(Essex)

““English used to be crap with English used to be crap with you but it’s good now.”you but it’s good now.” (Powys (Powys secondary)secondary)

““English used to be crap with English used to be crap with you but it’s good now.”you but it’s good now.” (Powys (Powys secondary)secondary)

Talking PartnersTalking Partners

““It’s a good way to learn as It’s a good way to learn as you work as a team...you have you work as a team...you have two brains instead of one.”two brains instead of one.” (Salford)(Salford)

““If you have to talk you have If you have to talk you have to think. If you did not have to think. If you did not have talking partners you’d feel talking partners you’d feel left out. I get to learn things left out. I get to learn things from others I didn’t know.” from others I didn’t know.” (EL)(EL)

Integrated FeedbackIntegrated Feedback

‘‘It’s good because it pushes you It’s good because it pushes you to the limit to work harder.’to the limit to work harder.’

‘‘I think it’s a good idea because I think it’s a good idea because it shows what we have it shows what we have improved on and also what improved on and also what needs improving.’needs improving.’

‘‘I think it’s a good idea because I think it’s a good idea because it shows what we have it shows what we have improved on and also what improved on and also what needs improving.’needs improving.’

ShirleyClarkeShirleyClarke

T 01342 826939F 01732 700856

shirleyclarke-education.org

T 01342 826939F 01732 700856

shirleyclarke-education.org

Dear Rose,Dear Rose,

I am sorry I scared you. I will send youI am sorry I scared you. I will send youback your ball. I will be friends with you.back your ball. I will be friends with you.My house is so dark because the sun lightMy house is so dark because the sun lightcan’t get to it. My dog is not bad evencan’t get to it. My dog is not bad evenif he is big. Can you come every day?if he is big. Can you come every day?I’ve had no children for ten years. DoI’ve had no children for ten years. Doyou forgive me?you forgive me?

Love,Love,

Mr. WintergartenMr. Wintergarten

Mr. A. WintergartenMr. A. Wintergarten15 Garden Close15 Garden Close

Tonbridge, Kent TN2 6DTTonbridge, Kent TN2 6DT

Rosie & NatalieRosie & NatalieRosie & NatalieRosie & Natalie

Dear Rose,Dear Rose,

I am sorry I scared you. I am sorry I scared you. I will send youI will send youback your ball.back your ball. I will be friends with you. I will be friends with you.My house is so dark because the sun lightMy house is so dark because the sun lightcan’t get to it. can’t get to it. My dog is not bad evenMy dog is not bad evenif he is big.if he is big. Can you come every day? Can you come every day?I’ve had no children for ten years.I’ve had no children for ten years. DoDoyou forgive me?you forgive me?

Love,Love,

Mr. WintergartenMr. Wintergarten

Mr. A. WintergartenMr. A. Wintergarten15 Garden Close15 Garden Close

Tonbridge, Kent TN2 6DTTonbridge, Kent TN2 6DT

Rosie & NatalieRosie & NatalieRosie & NatalieRosie & Natalie

““He needs to explain more why he hasn’t He needs to explain more why he hasn’t had any children for 10 years.”had any children for 10 years.”

““He needs to make it clearer that he wasHe needs to make it clearer that he wasgoing to give the ball back.”going to give the ball back.”

““My wife took my children away. My wife took my children away. No one has wanted me for a long time. No one has wanted me for a long time. It makes me so sad and nearly breaksIt makes me so sad and nearly breaksmy heart.”my heart.”

IMPROVEMENTSIMPROVEMENTS

““Can you come every day ?”Can you come every day ?”

To ...To ...

““Can you come once a week to comfortCan you come once a week to comfortme ? I promise I will not scare you.”me ? I promise I will not scare you.”

Rosie & NatalieRosie & Natalie