Shirley Clarke MEd, Hon DEd Associate, Institute of Education University of London

1. Understanding Formative Assessment active learning not mechanistic strategies Shirley Clarke MEd, Hon DEd Associate, Institute of Education University of London

2. The research indicates that improving learning through assessment depends on five, deceptively simple, factors: the provision of effective feedback to pupils; the active involvement of pupils in their own learning; adjusting teaching to take account of the results of assessment; a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; the need for pupils to be able to assess themselves and understand how to improve.

3. This was further broken down to include: sharing learning goals with pupils; involving pupils in self-assessment; providing feedback which leads to pupils recognising their next steps and how to take them; underpinned by confidence that every student can improve.

4. Capturing interest Learning objectives Success criteria Excellence Effective questioning Talk A learning culture self-belief meta-cognition Self-peer-teacher feedback Planning Formative Assessment

5. Order these famous people from least clever to most clever J. K. Rowling Albert Einstein Miley Cyrus David Beckham David Cameron

6. Fixed Mindset Growth Mindset Intelligence is static. Intelligence is expandable. I must look clever! I want to learn more! Avoids challenges Embraces challenges Gives up easily Persists in the face of setbacks Sees effort as pointless Sees effort as the way Ignores useful criticism Learns from criticism Likely to plateau early and achieve less than full potential Reaches ever higher levels of achievement Carol Dweck

7. Our language tells children what we believe and what we value Praise achievement not ability Well done - you’re learning to... Good - it’s making you think - that’s how your brain is growing! Every time you practise, you’re making connections in your brain stronger. You’re good at things you like because you work at them.

8. Our language tells children what we believe and what we value Praise achievement not ability Let’s look at what you’ve achieved. If you could already do it, you wouldn’t be learning anything. Your skills have really improved. You can use this mistake. Think about why it didn’t work and learn from it.

12. We are learning Learning muscle We are stretching our Questioning muscle How magnets work

13. We are learning Learning muscle To solve mathematical problems We are stretching our perseverence muscle

14. Breaking down the learning Habits of mind (Arthur Costa) Claxton’s Learning ‘muscles’ “One of the core functions of twenty-first century education is learning to learn in preparation for a lifetime of change.” David Miliband 2003

15. Habitsof Mind (dispositions which lead to learning) Resistance Being clear Taking your time Using all your senses Being creative Listening sensitively Being amazed Thinking flexibly Having a go Thinking about thinking Seeing the funny side Trying to get it right Learning with others Being curious Always learning Transferring skills & knowledge Costa and Kallick

16. Resilience Resourcefulness Reflectiveness Reciprocity Absorption Managing distractions Noticing Perserverance Questioning Making links Imagining Reasoning Capitalising Planning Revising Distilling Meta-learning Interdependence Collaboration Empathy and listening Imitation The Four Rs of Learning Power Claxton 2002

17. Talk partners Children on task Time to move on .... Q. What stops you learning ? A. You do! When you interrupt us. (Y2 class) Enrichment or interruption ?

18. Formative Assessment Effective questioning Talk Self-peer-teacher feedback Capturing interest Learning objectives Success criteria Excellence Planning A Learning culture self-belief meta-cognition

19. Stages in pupil involvement in planning 1. What they already know/can do 2. What they want to know/find out/be able to do 3. Activity and outcome planning - link with subject and transferrable skills

20. 1.Prior knowledge break down the theme explore materials present the problem show progression of LOs pictures and questions concept mapping start with application

21. 2/3. Planning the learning and outcomes immersion first ideas follow on from PK activity include skills - subject specific - other subjects include outcomes/products

22. India

24. Formative Assessment Effective questioning and Talk Self-peer-teacher feedback Capturing interest Learning objectives Success criteria Excellence Planning A Learning culture self-belief meta-cognition

26. Effective starts L.O.discussed in pairs Role play A good question or statement Video clip to discuss Features of a product Box of artefacts Compare products Evidence pack with clues Play first Photograph Surprise Game Change the setting

27. Capturing children’s interest first Effective starts provide: summative assessment sometimes instant rethink! instant engagement immersion in the subject matter a natural path to the learning objective and success criteria

28. Compulsory and optional success criteria L.O. Construct a line graph L.O. Effective characterisation Remember: Choose: title hobbies and interests label x & y axes likes and dislikes equal intervals examples of personality attitude to self key connect points attitude to others etc.

29. Pupil generated success criteria Doing it wrong Presenting something ‘wrong’ or ‘incomplete’ An excellent product Comparing products (for closed literacy L.O.s) Sloppy success criteria Uplevelling Demonstrate/visualiser Retrospective generation

35. ‘It’s bright”‘The Christmas trees are nice’‘The letters are a bit funny sometimes’

36. ‘The reindeer is nice.’‘Yellow drawings don’t stand out.’

37. ‘This is the easiest to read.’

38. Success Criteria • make all your letters the same size • use dark colours • don’t use yellow • put pictures round the edge, not in the middle • check that you have copied all words & numbers

40. Analyse selected extracts Cinderella picked themost beautifulpumpkinthat she could find. Cinderella obeyed and, with a wave of herwand, each mouse that scurried was transformed into a dappled grey horse. Cinderella founda nice big pumpkin. Cinderella waved her wand and every mouse became a horse

41. Formative Assessment Effective questioning Talk Self-peer-teacher feedback Capturing interest Learning objectives Success criteria Excellence Planning A Learning culture self-belief meta-cognition

44. Cognitive progress “Talk partners have widened children’s social understanding and increased their tolerance of other people.” “One autistic boy has gone from being barely able to tolerate one person to really enjoying being included in changing partners and meeting his social targets.” Social development Pupil voice Impact

45. “One child with special needs said she’d learned so much with her partners and in previous years had been with other children who didn’t know what to do and couldn’t help her.” Referring to Y6 child

46. “Answering these types of questions makes me confident and more independent.” So far . . . • Range of answers • Statement • Right and wrong • Starting from the end • Opposing standpoints • Odd one out • True or false • Always, sometime, never • Silly questions

49. “We had 3 different statements and our teacher let us independently find out the result. I like this way of learning.” Statement • There is a relationship between the circumference of a circle and its diameter. • It is not possible to think without words. • Exercise leads to a healthy lifestyle. • Little Red Riding Hood was innocent! • The wolf was innocent! • Girls are cleverer than boys!