Formative Assessment: Weaving
the Elements Together
29 June 2007
Jo Walls
Overview
Learning
Success
Effective
objectives
criteria
Questioning
Learning
Objectives
Learning objectives - outline
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Treat open and closed skills
differently
Share long and short term
objectives
Separate the context from the
objective
Link success criteria with the
objective
Open and closed skills

Closed skills


Open skills

Knowledge






Concepts


Direct speech
Using a multiplication grid
Drawing conclusions
Using effective adjectives
Key events of World War II
Angles of a triangle = 180˚
The effect of exercise on the
heart
The need for a healthy diet
Sharing long term objectives

Interactive displays:



What we know
What we want to find out
What we’ve learned
Separate the context from the learning
objective
Before
After
Learning
objective
muddled with
context
Learning
objective
To write
instructions for
making a cake
To be able to
Making a cake
write instructions
To present an
argument for and
against school
uniform
To present a
School uniform
written argument
including ‘for’
and ‘against’
viewpoints
Context
Separate the context from the learning
objective
Before
After
Learning
objective
muddled with
context
Learning
objective
To analyse five
different diets
and decide which
would constitute
a balanced diet
To be able to
Healthy eating
analyse different
sources of
information and
reach conclusions
To understand
why Jesus told
the story of the
Good Samaritan
To understand
The Good
why parables are Samaritan
important in the
Bible
Context
Success
Criteria
Success criteria

Step-by-step instructions for
completing a task…..

Or ‘remember to’……

Or ‘choose 3 from the following list’
Example success criteria
Learning
objective
Context
Success criteria
To be able to
use direct
speech
‘Harry
Potter’
excerpts
Put
To be able to
use speech
marks
“__” at the
beginning and
end of spoken
words
Use a capital
letter at the
beginning of
speech
Example success criteria 2
Learning
objective
Context
Success criteria
To
understand
the physical
and human
features of a
mountain
environment
The Lake
District
Use
an atlas to locate the Lake
District
Use at least 3 different sources
to locate information
Maps
Internet
Photographs
Text
books
Identify
the physical features
Weather
Climate
Landscape
Identify
the human features
Tourism
Housing
Work
Successful success criteria…

Ensure focus, not quality

Clarify understanding

Allow reflection

Identify areas for improvement
Generating success criteria with
pupils

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‘Do you know how to….?’ – Prove it!
‘This is how you….’ (Proceed to do it
incorrectly and wait for students to
correct you).
Generate from a given example.
Generate after pupils’ first attempts
(‘What did you do first?...Next?’)
Ask pupils to generate their own
Questioning
Effective questioning

Management strategies to make
questioning more effective –




Wait time
No hands up
Taking partners
Creating a supportive climate –

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Gather responses
Stall
Make a suggestion
Avoid recall questions
Allow ‘pass’ as acceptable
Effective questioning strategies
1. Give a range of answers……



Q: What is 52?
3, 7, 10, 25, 125
 In a test, Sarah put 10 as the answer. How did
she get this answer?
Q: What makes a good friend?



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kind
always honest
shares sweets
a bully
good looking
loyal
Effective questioning strategies
2. Give a statement
Original
question
Reframed
Further
examples
Which drugs
are bad for
you?
Goldilocks was
All drugs
are bad for a burglar.
you.
Agree or
Cars should be
disagree and banned from
give reasons. outside schools.
Effective questioning strategies
3. Right and wrong
Original
question
Reframed
Further
examples
How do you
do this sum?
Why is this
Why is this
sum right and meal healthy and
this one not?
this sum
wrong?
Why is this
picture an
example of
Impressionism
and this one not?
Effective questioning strategies
4. Starting from the end
Original
question
Reframed
Further
examples
Can you give
me an
example of a
metaphor?
Here is a
metaphor.
What makes
it a
metaphor?
This
is an
example of
sustainable
development.
What makes it
sustainable?
At
the end of
the play Juliet
kills herself.
Why?
Effective questioning strategies
5. Opposing standpoint
Original
question
Reframed
What are the Should taking
hazards of
drugs be a
taking drugs? matter of
choice?
Further
examples
What
would a
mother whose
children were
starving think of
shoplifting?
How
did the 3
bears feel upon
discovering
Goldilocks in
their home?