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Formative Assessment: Action Research Learning Teams

Formative Assessment: Action Research Learning Teams. SHIRLEY CLARKE Associate, Institute of Education University of London. AAIA 2006 Newcastle. Formative Assessment is continuing Action Research. Current Learning Teams:. East Lothian. Salford. North Yorkshire. Blackburn

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Formative Assessment: Action Research Learning Teams

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  1. Formative Assessment:Action Research Learning Teams • SHIRLEY CLARKE • Associate, Institute of Education • University of London AAIA 2006 Newcastle

  2. Formative Assessment is continuing Action Research

  3. Current Learning Teams: East Lothian Salford North Yorkshire Blackburn w/Darwin Lincoln Powys Essex Gloucester

  4. Day One • Learning Objectives • Success Criteria • Effective Questioning

  5. Day Two • AM: feedback findings • PM: peer evaluation / feedback

  6. AM: feedback findings PM: showcase to local schools Day Three

  7. Two teachers per school Learning Journal What did you do? What was the impact? How did you know?

  8. 2 0 0 6 findings so far ...

  9. Separating the Learning Objective from the Context

  10. We would learn... We would learn... Before After To write instructions for making a sandwich To write instructions Context: a sandwich ‘...how to make a sandwich’ ‘...how to write instructions’ To understand why Jesus told stories Context: The Good Samaritan To understand why Jesus told the story of the Good Samaritan ‘...about God and what he wants us to do and how to behave’ ‘...about God and the stories of the New Testament’

  11. Impact • Transferring skills • Learning language • Sharper planning

  12. The development of Success Criteria

  13. direct speech Closed Skills using a multiplication grid drawing conclusions Open Skills using effective adjectives

  14. open/closed skills eliminated minimalism foundation stage children involved generic success criteria Impact

  15. success criteria internalised pupils creating their own greater inclusion behaviour improved higher attainment

  16. Talking Partners

  17. random partners • change regularly • success criteria • development and training

  18. Impact: learning & social • culture of wait time • children want to discuss • greater inclusion • more writing/richer vocabulary

  19. teachers now the listeners • vital ‘life skill’ for children • children are developing new skills • EAL supported • resistance of older children • parents’ problems

  20. Use of‘old’ pieces of work orproducts

  21. to generate success criteria • to clarify understanding • to discuss quality using two pieces • to model success & improvement

  22. Impact • children working harder • more pupil self/peer evaluation • higher achievement

  23. Integrated Feedback

  24. less marking by teacher • continual evaluation • plenary moved to the beginning • on the spot modelling of improvement • increased use of technology

  25. Impact • different lesson structure • new teacher role-checking • higher quality • manageability • ‘on the spot’ improvement • no training needed

  26. What the children said ...

  27. SUCCESS CRITERIA “Knowing the learning objective is like knowing the rules of a game, but having the success criteria is knowing how to win.” (Glos) “I can see where I have or have not achieved.” (E. Lothian)

  28. “Do they do success criteria in secondary school because I really know what I’m doing with them?” (Essex) “English used to be crap with you but it’s good now.” (Powys secondary)

  29. Talking Partners “It’s a good way to learn as you work as a team...you have two brains instead of one.” (Salford) “If you have to talk you have to think. If you did not have talking partners you’d feel left out. I get to learn things from others I didn’t know.” (EL)

  30. Integrated Feedback ‘It’s good because it pushes you to the limit to work harder.’ ‘I think it’s a good idea because it shows what we have improved on and also what needs improving.’

  31. ShirleyClarke • T 01342 826939 • F 01732 700856 • shirleyclarke-education.org

  32. Mr. A. Wintergarten 15 Garden Close Tonbridge, Kent TN2 6DT Dear Rose, I am sorry I scared you. I will send you back your ball. I will be friends with you. My house is so dark because the sun light can’t get to it. My dog is not bad even if he is big. Can you come every day? I’ve had no children for ten years. Do you forgive me? Love, Mr. Wintergarten Rosie & Natalie

  33. Mr. A. Wintergarten 15 Garden Close Tonbridge, Kent TN2 6DT Dear Rose, I am sorry I scared you. I will send you back your ball. I will be friends with you. My house is so dark because the sun light can’t get to it. My dog is not bad even if he is big. Can you come every day? I’ve had no children for ten years.Do you forgive me? Love, Mr. Wintergarten Rosie & Natalie

  34. “He needs to explain more why he hasn’t had any children for 10 years.” “He needs to make it clearer that he was going to give the ball back.”

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

  36. “Can you come once a week to comfort me ? I promise I will not scare you.” Rosie & Natalie IMPROVEMENTS “Can you come every day ?” To ...

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