Understanding Formative Assessment active learning not mechanistic strategies Shirley Clarke MEd, Hon DEd Associate, Institute of Education University of London 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. 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. Formative Assessment Effective questioning Talk Planning Self-peer-teacher feedback Capturing interest Learning objectives Success criteria Excellence A learning culture self-belief meta-cognition Order these famous people from least clever to most clever J. K. Rowling Albert Einstein Miley Cyrus David Beckham David Cameron 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 Reaches ever higher levels achieve less than full of achievement potential Carol Dweck Praise achievement not ability Our language tells children what we believe and what we value 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. Praise achievement not ability Our language tells children what we believe and what we value 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. We are learning Learning muscle How magnets work We are stretching our Questioning muscle We are learning Learning muscle We are stretching To solve mathematical problems our perseverence muscle Breaking down the learning Habits of mind (Arthur Costa) Claxton’s Learning ‘muscles’ “One of the core functions of twentyfirst century education is learning to learn in preparation for a lifetime of change.” David Miliband 2003 Habits of Mind (dispositions which lead to learning) Resistance Being clear Taking your time Using all your senses Listening sensitively Being creative Thinking flexibly Being amazed Thinking about thinking Having a go Trying to get it right Seeing the funny side Being curious Learning with others Transferring skills & knowledge Always learning Costa and Kallick The Four Rs of Learning Power Resilience Resourcefulness Absorption Managing distractions Noticing Perserverance Reflectiveness Questioning Making links Imagining Reasoning Capitalising Reciprocity Planning Revising Distilling Meta-learning Interdependence Collaboration Empathy and listening Imitation Claxton 2002 Enrichment or interruption ? Talk partners Children on task Time to move on .... Q. What stops you learning ? A. You do! When you interrupt us. (Y2 class) Formative Assessment Effective questioning Talk Planning Self-peer-teacher feedback Capturing interest Learning objectives Success criteria Excellence A Learning culture self-belief meta-cognition 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 1.Prior knowledge break down the theme explore materials present the problem show progression of LOs pictures and questions concept mapping start with application 2/3. Planning the learning and outcomes immersion first ideas follow on from PK activity include skills - subject specific - other subjects include outcomes/products Formative Assessment Effective questioning and Talk Self-peer-teacher feedback Planning Capturing interest Learning objectives Success criteria Excellence A Learning culture self-belief meta-cognition Effective starts L.O.discussed in pairs Role play A good question or statement Features of a product Video clip to discuss Compare products Evidence pack with clues Play first Photograph Game Surprise Change the setting Box of artefacts 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 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 key attitude to self connect points attitude to others etc. 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 ‘It’s bright” ‘The Christmas trees are nice’ ‘The letters are a bit funny sometimes’ ‘The reindeer is nice.’ ‘Yellow drawings don’t stand out.’ ‘This is the easiest to read.’ 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 Analyse selected extracts Cinderella picked the most beautiful pumpkin Cinderella found a nice big pumpkin. Cinderella obeyed and, with a wave of her wand, each mouse that scurried was transformed into a dappled grey horse. Cinderella waved her wand and every mouse became a horse that she could find. Formative Assessment Effective questioning Talk Planning Self-peer-teacher feedback Capturing interest Learning objectives Success criteria Excellence A Learning culture self-belief meta-cognition Impact Cognitive progress Social development Pupil voice “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.” “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 So far . . . 1. Range of answers 2. Statement 3. Right and wrong 4. Starting from the end 5. Opposing standpoints 6. Odd one out 7. True or false 8. Always, sometime, never 9. Silly questions “Answering these types of questions makes me confident and more independent.” Statement 1. There is a relationship between the circumference of a circle and its diameter. 2. It is not possible to think without words. 3. Exercise leads to a healthy lifestyle. 4. Little Red Riding Hood was innocent! 5. The wolf was innocent! 6. Girls are cleverer than boys! “We had 3 different statements and our teacher let us independently find out the result. I like this way of learning.” Start from the end 1. Bricks are the best material for building a house. Why? 2. 1066 was a very turbulent year. Why? 3. The Romans invaded Britain. Why? 4. Water, glass, the moon and shiny material can all do this. What might the question have been? 5. Here is a finished puppet. How was it made? “These questions make you think more.” Which is the ODD ONE OUT and why? The triangle because it has 3 sides and 3 corners. All the others have 4 of each. The square because it’s the only one with equal sides. The triangle doesn’t have opposite parallel sides. The parallelogram because it is the only one with no right angles. True or False - prove it! To move these things you will need a heavy force. True or False? All odd numbers are prime. True or False? “It’s good because you have to come up with a theory and then find a way to prove it.” Always, sometimes, never - say why A car will travel the same distance on any surface if the starting force is the same. Always, sometimes, never ? A good friend listens to you. Always, sometimes, never ? Formative Assessment Effective questioning Talk Self-peer-teacher Feedback Planning Capturing interest Learning objectives Success criteria Excellence A Learning culture self-belief meta-cognition Learning objective: effective similes Choose to include alliteration exaggeration humour powerful imagery effective adjectives, adverbs, etc. As soggy as a wet weekend in Cleethorpes. As eager as a teacher at 3:30 on Friday. As surprising as receiving a bunch of flowers from your husband when it isn’t your birthday! SIMILES As soggy as ... As eager as ... As surprising as ... Formative Assessment Effective questioning Talk Planning Self-peer-teacher feedback Capturing interest Learning objectives Success criteria Excellence A learning culture self-belief meta-cognition Understanding Formative Assessment active learning not mechanistic strategies Shirley Clarke MEd, Hon DEd Associate, Institute of Education University of London