Exceeding Expectations with Formative Assessment

1. Exceeding Expectations withFormative Assessment Shirley Clarke, MEd, Hon DEd Associate of the UCL Institute of Education

3. VISIBLE LEARNING… Assessment literate students Classroom discussion Teacher/student relationships Feedback Meta-cognitive strategies 1.44 0.82 0.75 0.72 0.69 0.29 0.21 0.17 0.12 Homework Class size Matching styles of learning Ability grouping Moving schools -0.34

4. Setting the scene - the learning culture - involving pupils in planning - talk/learning partners Effective starts to lessons - prior knowledge - learning objectives - success criteria - discussing excellence Developing the learning - questioning individuals - feedback/improvement

5. Setting the Scene • Growth mindset • Understanding learning • Involved in planning • Talk partners

7. PRAISE • achievement (any) • effort • mistakes revealed • using stuck strategies • meeting challenge

8. know about the brain YET ! effort challenge make mistakes practise input know about the mindsets

9. How to encourage students

10. How to encourage students

11. P Deliberate Practice PANIC ZONE C LEARNING ZONE COMFORT ZONE

13. With the question mark card, it means you can carry on with your work; you’re still learning, not wasting your time. Either you work it out yourself, a partner helps you or a teacher will help. But you don’t stop! Ethan, Year 5

14. Learning Muscles • concentrate • don’t give up • be cooperative • be curious • have a go • use your imagination • keep improving • enjoy learning

15. Effective Talk/Learning Partners • random • change weekly • hands up for questions only • lollysticks for who answers • classroom layout so all face front • carpet face each other • compliment slips • 3s for language support

17. Typical co-constructed success criteria for good talk Take turns to speak Good eye contact Listen carefully Be polite Tell them what you liked Wait for your partner to finish “Talk partners are really helpful because sometimes I do not know the answer to a question straight away and talking to someone else about it means I can get to the answer without being told it.” Y5

19. Impact • all inclusive • better behaviour • make new friends • more respectful to all • help each other • less teacher – more focused feedback • thinking time • higher level achievement “I helped Billie in maths and it made me feel tingly, like good butterflies, because she wanted to do maths after that!” Y4

20. Ability grouping – the evidence against “Ability grouping has minimal effects on learning outcomes and profound negative equity effects.’ (0.12) Hattie, J. 2009 ‘The evidence is robust and has accumulated over at least 30 years of research….If schools adopt mixed ability, they are more likely to use inclusive teaching strategies and to promote higher aspirations for their pupils.’ Sutton Trust Report 2011

21. Differentiated Challenges MildSpicyHot Or Incredible Fantastic Amazing

22. With no levels, instead of choosing to look cool and trying to show you’re the best, it helps you to find your position of learning. You discover what you’re comfortable with and what you need to challenge yourself. Amy, Year 6

23. Lesson Starts • prior knowledge question • L. O. revealed • co-constructed success criteria • know WAGOLL (what a good one looks like)

25. Learning objectives aremore effective if … • ‘We are learning to….’ not ‘I can….’ • Decontextualised • Your true intentions • Sometimes realised by children • Sometimes given • Sometimes discussed • what could it mean? • who uses that? • where, how, could we best learn that?

26. Success Criteria • Breakdown of the Learning Objective • Compulsory for closed (rules) and menu for open (tools) • Co-constructed for maximum impact

27. Writing success criteria

29. Co-constructing S.C. techniques • 2-3 excellent examples…what do you see? • what went wrong? • demonstrate (doing it right/wrong) • good and not so good • eavesdropping

30. Feedback • ongoing questioning • visualiser stops • self/peer feedback • peer coaching • marking

31. The mistake that I made was seeing feedback as something teachers provided to students. I discovered that feedback is most powerful when it is from the student to the teacher. What they know, what they understand, where they make errors, when they have misconceptions, when they are not engaged – then teaching and learning can be synchronised and powerful. Feedback to teachers makes learning visible. Hattie, J. (2011)

32. FEEDBACK • From the beginning - Probing questioning of individuals

33. Ongoing questioning • Tell me more. • Tell me what you have done. • Tell me what you’re going to do first. • What do you mean by…? (key question, even if the teacher thinks s/he knows what they mean by it). • Why do you think…? • Give me an example of what you mean (key question)? • So how is this one better than that one (key question?) • How could you change this to make it clearer?

34. FEEDBACK • During independent learning • Walkabouts before responding, then… • Making decisions • You and one child • Peer coaching • You and group • Pupil as teacher • Whole class stop to clarify/explaining/change directions • Modelling review via visualiser stops • Self and united improvements author holds the pen and has the last word

35. Achievement in schools is maximised when teachers see learning through the eyes of students and when students see learning through the eyes of themselves as teachers. Hattie and Yates (2014)

37. Teacher Marking • must further the learning • use codes & colours • acknowledge all work somehow • make time for any responses • have space for improvements & marking • 1 – 1 has greatest impact

38. Marking Prompts

42. The need for passion, teaching and promoting the language of learning John Hattie 2016 Teachers, working together, as evaluators of impact The power of moving from what students know now towards explicit success criteria Errors and trust are welcomed as opportunities to learn Maximise feedback to teachers about their impact Getting proportion of surface to deep correct The Goldilocks principles of challenge and deliberate practice .93 .77 .72 .72 .71 .60

43. www.shirleyclarke-education.org Twitter @shirleyclarke_ shirley@shirleyclarke-education.org