Shirley ClarkeShirley ClarkeMEd, Hon DEdMEd, Hon DEd
Associate, Institute of EducationAssociate, Institute of EducationUniversity of LondonUniversity of London
Understanding Formative Understanding Formative AssessmentAssessment
active learning not mechanistic active learning not mechanistic strategiesstrategies
The research indicates that improving learning The research indicates that improving learning through assessment depends on five, deceptively through assessment depends on five, deceptively simple, factors:simple, factors:
the provision of effective feedback to the provision of effective feedback to pupils;pupils;the active involvement of pupils in their own the active involvement of pupils in their own learning;learning;adjusting teaching to take account of the adjusting teaching to take account of the results of assessment;results of assessment;a recognition of the profound influence a recognition of the profound influence assessment has on the motivation and self-assessment has on the motivation and self-esteem of pupils, both of which are crucial esteem of pupils, both of which are crucial influences on learning;influences on learning;the need for pupils to be able to assess the need for pupils to be able to assess themselves and understand how to improve.themselves and understand how to improve.
This was further broken down to This was further broken down to include:include:
sharing learning goals with pupils;sharing learning goals with pupils;
involving pupils in self-assessment;involving pupils in self-assessment;
providing feedback which leads to pupils providing feedback which leads to pupils recognising their next steps and how to take recognising their next steps and how to take them;them;
underpinned by confidence that every underpinned by confidence that every student can improve.student can improve.
A learning cultureA learning cultureself-beliefself-belief
meta-cognitionmeta-cognition
PlanninPlanningg
Capturing Capturing interestinterestLearning Learning
objectivesobjectivesSuccess criteriaSuccess criteria
ExcellenceExcellence
Self-peer-Self-peer-teacherteacher
feedbackfeedback
Formative Formative AssessmentAssessmentEffectiveEffective
questioninquestioningg
TalkTalk
Order these famous people fromOrder these famous people fromleast cleverleast clever
totomost clevermost clever
J. K. RowlingJ. K. RowlingAlbert EinsteinAlbert Einstein
Miley CyrusMiley CyrusDavid BeckhamDavid BeckhamDavid CameronDavid Cameron
Fixed MindsetFixed Mindset Growth MindsetGrowth Mindset
Likely to plateau early Likely to plateau early andandachieve less than full achieve less than full potentialpotential
Reaches ever higher Reaches ever higher levels of achievementlevels of achievement
Ignores useful criticismIgnores useful criticism Learns from criticismLearns from criticismSees effort as pointlessSees effort as pointless
Gives up easilyGives up easilyAvoids challengesAvoids challenges
Intelligence isIntelligence isstatic.static.I must lookI must lookclever!clever!
Intelligence Intelligence isisexpandable.expandable.I want to I want to learnlearnmore!more!
Embraces challengesEmbraces challengesPersists in the face of setbacksPersists in the face of setbacks
Sees effort as the waySees effort as the way
Carol DweckCarol Dweck
Praise achievement not abilityPraise achievement not ability
Well done - you’re learning to...Well done - you’re learning to...Good - it’s making you think - that’s Good - it’s making you think - that’s how your brain is growing!how your brain is growing!Every time you practise, you’re Every time you practise, you’re making connections in your brain making connections in your brain stronger.stronger.You’re good at things you like You’re good at things you like because you work at them.because you work at them.
Our language tells children what we believe and what we Our language tells children what we believe and what we valuevalue
Praise achievement not abilityPraise achievement not ability
Let’s look at what you’ve achieved.Let’s look at what you’ve achieved.
If you could already do it, you If you could already do it, you wouldn’t be learning anything.wouldn’t be learning anything.Your skills have really improved.Your skills have really improved.You can use this mistake. Think You can use this mistake. Think about why it didn’t work and learn about why it didn’t work and learn from it.from it.
Our language tells children what we believe and what we Our language tells children what we believe and what we valuevalue
We are learningWe are learningLearning muscleLearning muscle
How magnets workHow magnets workWe are stretchingWe are stretching our our Questioning Questioning
musclemuscle
We are learningWe are learningLearning muscleLearning muscle
To solveTo solvemathematical problemsmathematical problems
We are stretchingWe are stretching our our perseverence perseverence
musclemuscle
Breaking down the learningBreaking down the learningHabits of mind Habits of mind (Arthur (Arthur Costa)Costa)Claxton’s Learning Claxton’s Learning ‘muscles’‘muscles’
““One of the core functions of twenty-One of the core functions of twenty-first century education is learning to first century education is learning to learn in preparation for a lifetime of learn in preparation for a lifetime of change.”change.” David Miliband David Miliband 20032003
HabitsHabits of Mindof Mind(dispositions which lead to learning(dispositions which lead to learning))
ResistanceResistanceTaking your Taking your timetimeListening Listening sensitivelysensitivelyThinking Thinking flexiblyflexiblyThinking about Thinking about thinkingthinkingTrying to get it Trying to get it rightrightBeing curiousBeing curiousTransferring Transferring skills & skills & knowledgeknowledge
Being clearBeing clearUsing all your sensesUsing all your sensesBeing Being creativecreativeBeing Being amazedamazedHaving a Having a gogoSeeing the funny sideSeeing the funny sideLearning with Learning with othersothersAlways Always learninglearning
Costa and KallickCosta and Kallick
The Four Rs of Learning PowerThe Four Rs of Learning Power
ResilienceResilienceAbsorptionAbsorptionManaging Managing distractionsdistractionsNoticingNoticingPerserverancePerserverance
ResourcefulnessResourcefulnessQuestioningQuestioningMaking Making linkslinksImaginingImaginingReasoningReasoningCapitalisingCapitalising
ReflectivenessReflectivenessPlanningPlanningRevisingRevisingDistillingDistillingMeta-Meta-learninglearning
ReciprocityReciprocityInterdependenceInterdependenceCollaborationCollaborationEmpathy and Empathy and listeninglisteningImitationImitationClaxton 2002Claxton 2002
Enrichment or interruption ?Enrichment or interruption ?
Talk partnersTalk partnersChildren on taskChildren on taskTime to move on ....Time to move on ....
Q. Q. What stops you learning ?What stops you learning ?
A. A. You do! When you interrupt You do! When you interrupt us.us. (Y2 class)(Y2 class)
A Learning cultureA Learning cultureself-beliefself-belief
meta-cognitionmeta-cognition
PlanningPlanningCapturing interestCapturing interestLearning objectivesLearning objectives
Success criteriaSuccess criteriaExcellenceExcellence
EffectiveEffectivequestioningquestioning
TalkTalk
Self-peer-Self-peer-teacherteacher
feedbackfeedback
Formative Formative AssessmentAssessment
Stages in pupil involvement in Stages in pupil involvement in planningplanning1. What they already know/can do1. What they already know/can do
2. What they want to know/find out/be 2. What they want to know/find out/be able to doable to do
3. Activity and outcome planning - link 3. Activity and outcome planning - link with subject and transferrable skillswith subject and transferrable skills
1.Prior knowledge1.Prior knowledgebreak down the break down the themethemeexplore explore materialsmaterials
present the problempresent the problem
show progression of LOsshow progression of LOs
pictures and questionspictures and questions
concept mappingconcept mappingstart with start with applicationapplication
2/3. Planning the learning 2/3. Planning the learning and outcomesand outcomesimmersion firstimmersion first
ideas follow on from PK activityideas follow on from PK activityinclude include skills skills
include outcomes/productsinclude outcomes/products
- subject specific- subject specific- other subjects- other subjects
IndiaIndia
A Learning cultureA Learning cultureself-beliefself-belief
meta-cognitionmeta-cognition
PlanningPlanningCapturing interestCapturing interestLearning objectivesLearning objectives
Success criteriaSuccess criteriaExcellenceExcellence
EffectiveEffectivequestioningquestioning
and Talkand Talk
Self-peer-Self-peer-teacherteacher
feedbackfeedback
Formative Formative AssessmentAssessment
Effective startsEffective startsL.O.discussed in L.O.discussed in pairspairsA good question or A good question or statementstatementFeatures of a productFeatures of a product
Compare productsCompare productsPlay firstPlay firstGameGameChange the settingChange the setting
Role playRole playVideo clip to Video clip to discussdiscussBox of artefactsBox of artefactsEvidence pack with Evidence pack with cluescluesPhotographPhotographSurpriseSurprise
Capturing children’s interest firstCapturing children’s interest firstEffective starts provide:Effective starts provide:
summative summative assessmentassessmentsometimes instant sometimes instant rethink!rethink!
immersion in the subject matterimmersion in the subject matter
a natural path to the learning a natural path to the learning objective and success criteriaobjective and success criteria
instant engagementinstant engagement
Compulsory and optional success criteriaCompulsory and optional success criteria
L.O. Construct a line graphL.O. Construct a line graphRemember:Remember:
L.O. Effective L.O. Effective characterisationcharacterisation
Choose:Choose:titletitle
label x & y axeslabel x & y axes
equal intervalsequal intervals
hobbies and interestshobbies and interests
likes and dislikeslikes and dislikesexamples of examples of personalitypersonalityattitude to selfattitude to self
attitude to othersattitude to others
etc.etc.
keykey
connect pointsconnect points
Pupil generated success criteriaPupil generated success criteria
Doing it wrongDoing it wrongPresenting something ‘wrong’ or Presenting something ‘wrong’ or ‘incomplete’‘incomplete’
Comparing products (for closed literacy Comparing products (for closed literacy L.O.s)L.O.s)Sloppy success Sloppy success criteriacriteriaUplevellingUplevelling
An excellent productAn excellent product
Demonstrate/Demonstrate/visualiservisualiserRetrospective Retrospective generationgeneration
‘‘It’s bright”It’s bright”‘The Christmas trees are nice’‘The Christmas trees are nice’
‘The letters are a bit funny sometimes’‘The letters are a bit funny sometimes’
‘‘The reindeer is nice.’The reindeer is nice.’‘Yellow drawings don’t stand out.’‘Yellow drawings don’t stand out.’
‘This is the easiest to read.’
Success CriteriaSuccess Criteria make all your letters the same size use dark colours don’t use yellow put pictures round the edge, not in the middlecheck that you have copied all words & numbers
Analyse selected extractsAnalyse selected extractsCinderella Cinderella picked thepicked the most beautifulmost beautiful pumpkinpumpkin that she could that she could find.find.
Cinderella obeyed Cinderella obeyed and, and, with a wave of with a wave of herher wandwand, each , each mouse mouse that scurried was that scurried was transformed into transformed into a dappled grey horse.a dappled grey horse.
Cinderella Cinderella foundfound a nicea nicebig pumpkin.big pumpkin.
Cinderella Cinderella waved her waved her wandwand and every mouse and every mouse became became a horsea horse
A Learning cultureA Learning cultureself-beliefself-belief
meta-cognitionmeta-cognition
PlanningPlanningCapturing interestCapturing interestLearning objectivesLearning objectives
Success criteriaSuccess criteriaExcellenceExcellence
EffectiveEffectivequestioningquestioning
TalkTalk
Self-peer-Self-peer-teacherteacher
feedbackfeedback
Formative Formative AssessmentAssessment
ImpactImpactCognitive Cognitive progressprogressSocial developmentSocial developmentPupil Pupil voicevoice
““Talk partners have widened children’s social Talk partners have widened children’s social understanding and increased their tolerance of understanding and increased their tolerance of other people.”other people.”
““One autistic boy has gone from being barely able to tolerate One autistic boy has gone from being barely able to tolerate one person to really enjoying being included in changing one person to really enjoying being included in changing partners and meeting his social targets.partners and meeting his social targets.””
““One child with special needs said One child with special needs said she’d learned so much with her she’d learned so much with her partners and in previous years had partners and in previous years had been with other children who didn’t been with other children who didn’t know what to do and couldn’t help know what to do and couldn’t help her.”her.” Referring to Referring to Y6 childY6 child
So far . . .So far . . .
““Answering Answering these typesthese typesof questionsof questionsmakes memakes me
confident andconfident andmoremore
independent.”independent.”
1.1. Range of answersRange of answers2.2. StatementStatement3.3. Right and wrongRight and wrong4.4. Starting from the endStarting from the end5.5. Opposing standpointsOpposing standpoints6.6. Odd one outOdd one out7.7. True or falseTrue or false8.8. Always, sometime, Always, sometime,
nevernever9.9. Silly questionsSilly questions
StatementStatement
““We hadWe had3 different statements3 different statementsand our teacher let usand our teacher let usindependently find outindependently find outthe result. I like thisthe result. I like this
way of learning.”way of learning.”
1.1. There is a relationship between the There is a relationship between the circumference of a circle and its diameter.circumference of a circle and its diameter.
2.2. It is not possible to think without words.It is not possible to think without words.3.3. Exercise leads to a healthy lifestyle.Exercise leads to a healthy lifestyle.4.4. Little Red Riding Hood was innocent!Little Red Riding Hood was innocent!5.5. The wolf was innocent!The wolf was innocent!6.6. Girls are cleverer than boys!Girls are cleverer than boys!
Start from the endStart from the end1.1. Bricks are the best material for building a house. Why?Bricks are the best material for building a house. Why?
2.2. 1066 was a very turbulent year. Why?1066 was a very turbulent year. Why?
3.3. The Romans invaded Britain. Why?The Romans invaded Britain. Why?
4.4. Water, glass, the moon and shiny material can all do Water, glass, the moon and shiny material can all do this. What might the question have been?this. What might the question have been?
5.5. Here is a finished puppet. How was it made?Here is a finished puppet. How was it made?““TheseThese
questionsquestionsmake youmake you
think more.”think more.”
Which is theWhich is the ODD ONE OUT ODD ONE OUT and why?and why?
The square The square because it’s the because it’s the only one with only one with equal sides.equal sides.
The triangle The triangle because it has 3 because it has 3 sides and 3 sides and 3 corners. All the corners. All the others have 4 of others have 4 of each.each.
The triangle The triangle doesn’t have doesn’t have opposite opposite parallel sides.parallel sides.
The parallelogram The parallelogram because it is the because it is the only one with no only one with no right angles.right angles.
True or False - prove it!True or False - prove it!
To move these things To move these things you will need a heavy force.you will need a heavy force.
True or False?True or False?
All odd numbers are prime.All odd numbers are prime. True or False?True or False?
““It’s good because youIt’s good because youhave to come up with a theory andhave to come up with a theory and
then find a way to prove it.”then find a way to prove it.”
Always, sometimes, never - Always, sometimes, never - say whysay why
A car will travel the same distance on A car will travel the same distance on any surface if the starting force is the any surface if the starting force is the same.same.Always, sometimes, never ?Always, sometimes, never ?
A good friend listens to you.A good friend listens to you.Always, sometimes, never ?Always, sometimes, never ?
A Learning cultureA Learning cultureself-beliefself-belief
meta-cognitionmeta-cognition
PlanningPlanningCapturing interestCapturing interestLearning objectivesLearning objectives
Success criteriaSuccess criteriaExcellenceExcellence
EffectiveEffectivequestioningquestioning
TalkTalk
Self-peer-Self-peer-teacherteacher
FeedbackFeedback
Formative Formative AssessmentAssessment
Learning objective: effective similesLearning objective: effective similes
Choose to includeChoose to include
alliterationalliterationexaggerationexaggerationhumourhumourpowerful imagerypowerful imageryeffective adjectives, adverbs, effective adjectives, adverbs, etc.etc.
As soggy as a wet weekend in Cleethorpes.
As eager as a teacher at 3:30 on Friday.As surprising as receiving a bunch offlowers from your husband when itisn’t your birthday!
S I M I L E SS I M I L E S
As soggy as ...As soggy as ...
As eager as ...As eager as ...
As surprising As surprising as ...as ...
A learning cultureA learning cultureself-beliefself-belief
meta-cognitionmeta-cognition
PlanninPlanningg
Capturing Capturing interestinterestLearning Learning
objectivesobjectivesSuccess criteriaSuccess criteria
ExcellenceExcellence
Self-peer-Self-peer-teacherteacher
feedbackfeedback
Formative Formative AssessmentAssessmentEffectiveEffective
questioninquestioningg
TalkTalk
Shirley ClarkeShirley ClarkeMEd, Hon DEdMEd, Hon DEd
Associate, Institute of EducationAssociate, Institute of EducationUniversity of LondonUniversity of London
Understanding Formative Understanding Formative AssessmentAssessment
active learning not mechanistic active learning not mechanistic strategiesstrategies