TS2a be accountable for pupils’ attainment, progress and outcomes
TS6b make use of formative and summative assessment to secure pupils’ progress
TS6d give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
During phase 2 professional practice my school was visited by an advisor who later led a staff INSET focussed on formative assessment. I had the opportunity to view good practice from local schools and to see a range of formative assessment and feedback techniques.
– children dominate the discussion
– teachers and pupils co-construct the success criteria*
– children challenge and discuss their own/ their peers’ learning
– pupils take time to reflect on feedback**
– pupils are chosen to answer questions at random
– errors are welcomes and pupils are comfortable with being stuck
– teacher gives thinking time after asking questions
– good and not-so-good examples used and evaluated by pupils
*Before now, I have always drawn up success criteria before a lesson and provided children with it (success ladder/checklist/steps to success). It now seems obvious that this process could provide a learning experience in itself, asking children to share what they deem to be the important aspects of a piece of work and what they should be aiming for. In future, I will definitely consider asking the pupils to draw up their own success criteria as a class, this may also contribute to TS2e- encourage pupils to take a responsible and conscientious attitude to their own work and study.
**I have, in the past, considered the need for pupils to read and respond to feedback in order for it to be worthwhile/effective. I was prompted to consider however, where to find the time in the bust timetable for children to reflect on feedback. I have occasionally written into my plans for children to read and respond to feedback at the start of each lesson and experienced teachers have suggested doing this instead of a starter or by sticking it into books in the form of a “Challenge”.
Formative assessment cups
Each pupil has their own set of 3 cups left permanently on the desk. Throughout the lesson, children choose which of the 3 cups to display based on their understanding. Orange and red cups would indicate the need for further support and/or input. The recommendation was that children should never be showing their green cup for the entire lesson as this would indicate a lack of challenge in the work. Having watched a video clip of the cups in action, I think that this could be effective provided that children were given plenty of time to practise and understand their responsibility. It was clear that some children couldn’t resist the temptation to fiddle with their cups therefore they could prove to be a distraction.
Star Learners Nominations
Another school had a display board encouraging resilience and valuing mistakes.
- most improved draft
- best mistake
- most supportive friend
- most resilient learner