Formative Assessmnet

Eric Hoffer

‘In times of change the learners will inherit the earth, while the knowers will find themselves beautifully equipped to

deal with a world that no longer exists’

Eric Hoffer  

Learning, seven BIG messages

Intelligence is not fixed Effort is as important as ability Learning is strongly influenced by emotion We all learn in different ways Deep learning is an active process Learning is messy We learn from the company we keep

word smart

There are lots of ways to be cleverlogic smart

nature smart

picture smart

music smart

body smart

self smart

people smart

word smart

There are lotsof ways to be

cleverlogic smart

nature smart picture smart music smart

bodysmart

self smart

people smart

MAN

WOMAN

Intelligence is knowing what to do when you don’t know what to doJean Piaget

QuickTime™ and aQuickDraw decompressor

are needed to see this picture.

‘80% of the jobs that current P 1 pupils will do, do not exist yet’

Our children’s future

By the age of sixteen, the average pupil

has done 75% of the writing they will do

in their lifetime!

Oxford University Research

The 5 r’s

In a changing world 5 dispositions are worth securing:

Resilience

Responsibility

Resourcefulness

Reasoning

Reflectivity

Formative Assessment

FORMATIVE furthers learning How could I improve this? How could I better understand this?

SUMMATIVE determines what has been learnt I can………. I know that……..

Formative Assessment

Sharing Learning Goals Effective Questioning

Effective Feedback Pupil Self and Peer Evaluation

Formative Assessment

The active involvement of pupils in their own learning.

What do you do?

Pupil Perspective

Self and peer evaluation Talking partners Making decisions and choices Feeling confident to question, challenge, seek

help Being allowed to think about and articulate

ideas and opinions

Teacher Perspective

Involving pupils in initial planning Sharing learning goals Negotiating success criteria Planning questions which further learning Using strategies which maximise pupil thinking

and articulation

Teacher Perspective

Modelling ideas by using real examples Making evaluation and analysis of these

examples part of the lesson Using such assessments as models for pupils

analysing their own attempts Focussing feedback on success and

improvement against learning objectives

Teacher Perspective

Train pupils to make and suggest improvements

Make self and peer evaluation integral to lessons

Teacher Perspective

Not…..How can I fit all

this in?

But…..How can I think

the whole format of a lesson?

Learning Objectives

Success Criteria

Learning Objectives

Balance skills, concepts and knowledge with applications

The breakdown of long and short-term objectives needs to be planned and shared

Separate the content from the objectives Link success criteria with the objective

Taught specifics long & short term

Closed Skillsdirect speechusing a multiplication grid

Open Skillsdrawing conclusionsusing effective adjectives

Knowledgekey events of WWIIangles of a triangle=180

Conceptseffects of exerciseunderstand a healthy diet

Sharing unit coverage

Display coverage as: flip chart wall display A3 cards fixed sheets in pupil’s

books

Write coverage as: complete learning

objectives abbreviations questions mind maps with

vocabulary

Success criteria

Step-by-step

or

Ingredients

Remember to…….. OR

Choose at least 3………..

Any Age

Learning objectives

Context Success Criteria

To write a complete story

Story title

an effective openingan effective endingeffective characterisationseries of eventsPowerful verbs, adjectives, similes, and/or metaphorsCheck grammar, spelling, etc

Primary 1

Learning Objectives

Context Success Criteria

To be able to count reliably a set of random objects to 10

Buttons

count by onemove each one as you countput them in a line to check

Primary 3

Learning objectives

Context Success Criteria

To be able to use direct speech

To draw conclusions reflecting results

Excerpts from the a class novel

Put “ “ at the beginning and end of spoken words

Use a capital letter at the beginning of speech

Primary 5

Learning

objectives

Context Success criteria

To be able to use direct speech

An interview with

a famous person

put speech marks before and after first and last words spokenuse a capital letter for the first word spoken each timestart each person’s speech on a new line use a comma before “said” etc.

Primary 7

Learning objectives

Context Success criteria

Write persuasively using different techniques

Letter to local MP regarding pollution

statement of your viewpointa number of reasons for this with evidencea number of reasons from an alternate standpointattempt at empathy with recipientsuggest alternative actionsa summaryreasoning connectives

Process Success Criteria

reminder of steps or ingredients

ensure focus, not quality

create a framework for formative dialogue

Create a framework for formative dialogue

clarify understanding identify success/best aspects determine difficulties with reasons discuss strategies for improvement reflection

Generating and Writing up Success Criteria

ask for children’s words before they work or as you go along

What do you need to remember? generate form a given example What has been included in this stories opening? generate after children’s first attempts What did you have to do first…next? Keep/print/share success criteria for future use

Management Strategies

wait time

no hands up

talking partners

Talking partners training

set pairs/change regularly Check pairs for each lesson/day Model good/bad talking, listening Create class ground rules Magic spots

Management strategies

snowballing envoying jigsaw statements game information gap De Bono’s thinking hats

Good teaching matters more

than anything else

Source: Sanders, William L. and Rivers, Joan C; “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement,” 1996, Figure 1, p.12

The effect of different teachers on low achieving students

14

53

010

203040

5060

Least effective teachers Most effective teachers

Low achieving students

Aver

age

gain

s ov

er

one

year

Series1

Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.

Effects on student reading scores

76

42

01020304050607080

Very effective teachers 3years in a row

Very ineffective teachers 3years in a row

Ave

rage

rea

ding

sco

res

3 ye

ars

late

r

Series1

Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.

Effects on pupil maths scores

76

27

01020304050607080

Very effective teachers 3years in a row

Very inefective teachers 3years in a row

Aver

age

scor

e 3

year

s la

ter

Series1