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
Blackburn
w/Darwin
Powys
North Yorkshire
Lincoln
Essex
Gloucester
Day One
Learning Objectives
Success Criteria
Effective Questioning
Day Two
AM: feedback findings
PM: peer evaluation /
feedback
Day Three
AM: feedback findings
PM: showcase to
local schools
Two teachers per
school
Learning Journal
What did you do?
What was the impact?
How did you know?
2006
findings
so far ...
Separating the
Learning Objective
from the Context
Before
To write
instructions
for making a
sandwich
To
understand
why Jesus
told the
story of the
Good
Samaritan
We would
learn...
‘...how to
make a
sandwich’
After
To write
instructions
Context:
a sandwich
To
understand
‘...about God
why Jesus
and the
told stories
stories of the
New Testament’ Context:
The
Good
Samaritan
We would
learn...
‘...how to
write
instructions’
‘...about God
and what he
wants us to
do and how
to behave’
Impact
Transferring skills
Learning language
Sharper planning
The development of
Success Criteria
Closed Skills
direct speech
using a multiplication grid
Open Skills
drawing conclusions
using effective adjectives
Impact
open/closed skills
eliminated minimalism
foundation stage children
involved
generic success criteria
success criteria
internalised
pupils creating their own
greater inclusion
behaviour improved
higher attainment
Talking
Partners
random partners
change regularly
success criteria
development and
training
Impact: learning &
social
culture of wait time
children want to discuss
greater inclusion
more writing/richer
vocabulary
teachers now the listeners
vital ‘life skill’ for children
children are developing new
skills
EAL supported
resistance of older children
parents’ problems
Use of ‘old’ pieces
of work
or products
to generate success
criteria
to clarify understanding
to discuss quality using
two pieces
to model success &
improvement
Impact
children working
harder
more pupil self/peer
evaluation
higher achievement
Integrated
Feedback
less marking by teacher
continual evaluation
plenary moved to the beginning
on the spot modelling of
improvement
increased use of technology
Impact
different lesson structure
new teacher role-checking
higher quality
manageability
‘on the spot’ improvement
no training needed
What the children said ...
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)
“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)
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)
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.’
Shirley
Clarke
T 01342 826939
F 01732 700856
shirleyclarke-education.org
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
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
“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.”
“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.”
IMPROVEMENTS
“Can you come every day ?”
To ...
“Can you come once a week to comfort
me ? I promise I will not scare you.”
Rosie & Natalie