Formative Assessment
in the Secondary Classroom
SHIRLEY CLARKE
Associate, Institute of Education
University of London
AAIA National Conference 2004
FORMATIVE ASSESSMENT
Sharing
Learning
Goals
Effective
Questioning
Effective
Feedback
Pupil
Self-evaluation
FORMATIVE ASSESSMENT
Sharing
Learning
Goalsactive
The
Effective
Questioning
involvement of
pupils
in
their
own
learning
Effective
Pupil
Feedback
Self-evaluation
Misconceptions about Formative Assessment
Misconception
Should be ...
Questions are asked to
establish what has
been learnt
Questions are asked to
further learning
Marking suggests future
targets to be, hopefully,
remembered
Marking specifies
improvement needs and
provides advice for
immediate action
Misconceptions about Formative Assessment
Misconception
The quality of the activity
is disregarded and the bare
bones of the LO become the
main focus of a lesson
Should be ...
Lessons are devised which
explore and promote
learning for those
engaged in it
Self-evaluation of level or
grade criteria met or not met
in a piece of work
(summative)
Self-evaluation of how well
criteria for the lesson have
been met and where they
could be improved (formative)
Setting targets which are the Setting targets which are
within the child’s ZPD, are
criteria needed to reach a
desired level...remember to really understood and are
accompanied by appropriate
guidance
Learning Objectives
and
Success Criteria
Learning Objective
Learning Objective
Unclear
Context
To present a
To present an
reasoned argument
argument for and
including ‘for’ and
against abortion
‘against’ positions
To produce a
questionnaire
about shopping
patterns
To be able to
investigate the
distribution of an
economic activity
Abortion
Debate
Family interviews:
where they shop &
how their shopping
patterns change
To analyse 5 diets To understand the
and decide what ingredients of and
Analysing
constitutes a
need for a balanced different diets
balanced diet
diet
Year 7
LEARNING
OBJECTIVE
Write
persuasively
using different
techniques
CONTEXT
Letter to
local MP
regarding
fox
hunting
SUCCESS
CRITERIA
a statement of your
viewpoint
a number of reasons
for this with evidence
a number of reasons
from an alternative
standpoint
Year 7
LEARNING
OBJECTIVE
Write
persuasively
using different
techniques
CONTEXT
Letter to
local MP
regarding
fox
hunting
SUCCESS
CRITERIA
attempts at striking up
empathy with the
recipient
recommended
alternative action
a summary
reasoning connectives
Year 9
LEARNING
OBJECTIVE
CONTEXT
To be able to
Pollution
accept, respond
and reply
creatively to
Teacher in Role
SUCCESS
CRITERIA
use appropriately
adapted language and
movement
use these to signify
status and place
don’t show
embarrassment
sustain belief in your role
develop the situation
through your contributions
move the drama on
Any Age
LEARNING
OBJECTIVE
To write
a complete
story
CONTEXT
Story
Title
SUCCESS
CRITERIA
an effective opening
an effective ending
effective characterisation
series of events
use of powerful verbs,
adjectives, similies,
and/or metaphors
check grammar,
spelling, etc.
Process success criteria
reminder of steps or
ingredients
ensure focus, not quality
create a framework for
formative dialogue...
Create a framework for formative
dialogue
clarify understanding
identify success/best aspects
determine difficulties with reasons
discuss strategies for improvement
reflection
Effective
Questioning
“More effort has to be spent in
framing questions that are
worth asking: that is, questions
that are critical to the
development of student
understanding.”
Black et al 2003
Talking partners:
training
set pairs/change regularly
check pairs for each
lesson/day
model good talking, listening
create class ground rules
Creating challenging questions
ORIGINAL
REFRAMED
Which forms
of exercise
improve the
efficiency
of the heart
?
All forms of
exercise improve the
efficiency of
the heart.
Agree or disagree and
give
reasons.
STRATEGY
USED
FURTHER
EXAMPLES
Giving a
statement or
hypothesis to
prove or
disprove.
All fairy tales
have happy
endings.
Henry VIII
improved
people’s
lives.
Creating challenging questions
ORIGINAL
REFRAMED
STRATEGY
USED
FURTHER
EXAMPLES
What do
plants need
to grow ?
Why is this
plant healthy
and this one
sick ?
Finding
opposites
and
asking for
explanation.
Why is this
sentence
right
and this one
wrong ?
Why is this
sum right
and
this one
wrong?
Creating challenging questions
ORIGINAL
REFRAMED
Which word
is used to
describe
energy
types
such as
elastic,
chemical
and
gravitational
?
Why is the
word
‘potential’
used to
describe
energy types
such as
elastic,
chemical,
and
gravitational
?
STRATEGY
USED
FURTHER
EXAMPLES
Providing the
answer and
asking for
justification.
The answer
is 1: using
fractions,
what might
the question
be?
The ugly
sisters were
jealous of
Cinderella.
Why ?
Creating challenging questions
ORIGINAL
REFRAMED
Why do you
think there
are so many
people
interested in
reducing
pollution in
large cities ?
What
argument
would car
drivers in
London have
against antipollution
campaigns ?
STRATEGY
USED
FURTHER
EXAMPLES
Answering a
question from
an opposing
standpoint.
How would
someone
whose
children were
hungry
determine
right and
wrong ?
Giving a range of answers
2
What is 5 ?
3, 7, 10, 25, 125
Which activities
improve the
efficiency of the
heart ?
weight lifting, golf,
cycling, walking,
darts, swimming,
skydiving
What does a plant
need to grow ?
air, water, light,
lemonade, milk,
heat, sand, soil
Children’s questions
Encourage children to develop and discuss
the worth of their own questions - eg:
creating topic or test questions for
others to answer
hot seating
annotate a simplified text with questions
to the author
Feedback
What we now know about
feedback
focus on the learning objective
aim to close the gap
indicate successes
give specific improvement suggestions
allow time for improvements
to be made
systematically relinquish control,
modelling the processes
“Teachers should be aware of
the impact that comments,
marks and grades can have on
learners’ confidence and
enthusiasm and should be as
constructive as possible in the
feedback that they give.”
Assessment Reform Group
2002
“At no time during during the first 15 months of
comment-only marking did any of the students ask
me why they no longer received grades. It was as
if they were not bothered by this omission. I found
this amazing, particularly considering just how much
emphasis students place on grades and how little
heed is taken of the comments generally....When
asked by our visitor how she knew how well she was
doing in science, one student clearly stated that the
comments in her exercise book and those given
verbally provide her with the information she needs.
She was not prompted to say this!!”
from Black et al, 2003
Phase 1
At the very beginning of new
work/assignment/enquiry explain to the class that you
will be changing the way you will mark their written
work in order to help them make more progress in the
future.
Phase 2
Read all of the student’s written work through very
carefully before making any annotation. Next
highlight three places in the writing where the
student best met the learning intention(s) of the
activity. Then indicate with a star where an
improvement can be made to the original work.
Phase 3
Draw an arrow to a suitable space near the
star and write a ‘close the gap’ prompt to
support the student in making an improvement
to their work. This can be provided in a variety
of forms:
Reminder Prompt
most suitable for higher attaining students
e.g. Say more about . . .
e.g. Explain why you think this . . .
continued
Scaffold prompt
suitable for most students as it provides more
structure to improve the work.
e.g. A Question - Can you explain why Harold’s
army was tired ?
e.g. A Directive - Describe some of the
preparations made by William which show that
e.g. An Unfinished Sentence - William showed
he was a skillful commander when he . . .
continued
Example prompt
particularly supportive of lower attaining
students.
e.g. Choose one of these statements and/or
create your own:
Harold was unlucky because he had fought
another battle against Norwegians. OR
Harold had a lot of bad luck particularly
having to fight William soon after the
Battle of Stamford Bridge.
Phase 4
Ensure that you provide time in class to enable
students to read and respond to the ‘close the
gap’ comment. This could also provide a
suitable time to follow up individual needs with
specific students ‘face to face’. Finally,
remember to comment upon their improvement
at the first available opportunity.
Why did the Normans win
the Battle of Hastings ?
When Edward the Confessor died in 1066 he left no
heir to the throne. Three people all wanted to become
King. In the end William won the battle. In this essay
I will tell you why. The paragraphs shall be:
+
+
+
+
Bad Luck
Leadership skills
William’s personality
Conclusion
Harold’s bad luck was one of the reasons why
William won the Battle of Hastings. Here are some
examples. William was already annoyed with Harold
for escaping his imprisonment, so he was even more
determined to win. Harold and his troops also had to
fight two battles in 17 days. One at Stamford Bridge
and the other at Hastings. His troops were already
tired before they met William at Hastings. Lastly,
Harold got shot in the eye and died -- very unlucky!
William was a skilled and experienced military leader
with excellent tactical knowledge. Some historians
believe that William deliberately made his army
retreat, so that Harold’s army would break their
strong shield. While Harold’s army were chasing
them they regrouped and killed them all. This was all
William’s idea. His infantry soldiers were highly
trained and the cavalry rode specially bred horses.
The soldiers were also equipped with chain mail
armour to give them protection in battle.
William was a wise man (and great man but took
money from people for no reason, apart from the fact
that he had a greed for wealth. He supported the
Pope and was kind to the people who were
Christians. However he could be ruthless towards
people who did not believe in God. William was very
stern and put anyone in prison that acted against the
law. He stopped houses being built over woodland
for William loved nature his favourite animal was the
tall stags.)
There are many reasons why William won The Battle
of Hastings. However, I believe that if Harold’s army
had been fresh at the Battle of Hastings he would
have had a much better chance of winning and
becoming king. I also think Harold should have won
because he was related to Edward the Confessor, he
was an important Englishman. Whereas William only
supported the Pope and was a good soldier.
FEEDBACK
Anne - A well structured answer with a topic sentence
to start most paragraphs - you explained clearly why
Harold’s army were at a disadvantage at Hastings.
You also presented your own opinion in the
conclusion - well done.
Target - This paragraph needs to be linked more
closely to the questions - the words underlined in
black are probably not needed. Anne, could you try
to finish this sentence, please. Then add some
evidence from the previous paragraph.
e.g. William was a wise and determined man who
carefully planned his attempt to . . .
Student response
. . . claim the throne of england. He
took great care over his invasion
preparations. He made sure his army
was well equipped with chain mail,
good horses and plenty of food.
Why did William win the Battle of Hastings ?
(Student writing)
William won the Battle of Hastings because he
was better prepared and he waited for the writ
time. First Harold Godwinsons Army was attacked
by Hardrada. Then Godwinson came back for
more and killed Hardrada. Then he went to
Hastings with no rest to fight the Normans.
The Norman army were ready for war. And Harold
came to the top of the hill. William ran up the hill
with all is might but he was pushed down. He used
the retreat trick. He ran away the English chased
him surrounded him he turned and shot
Godwinson in the eye and he died.
FEEDBACK
Jason - A big point to start off your answer clearly
focusing on the questions - Yes this was indeed very
important in helping William win the battle - the retreat
trick was a very clever tactic in the battle - well
identified.
Target: Jason, it would be really useful to add a
conclusion to this answer. Which of these two examples
do you prefer or you can write your own:
1. The main reason William won was because poor
Harold had to fight two battles in a short space of time.
2. I think William won for lots of different reasons.
However, I think the most significant factor was his
skillful leadership during the battle.
3. Your idea . . .
STUDENT RESPONSE
In fact I think that Harold’s bad luck
plus the tricks William used in the
battle both were the same importance.
Self / Peer
Evaluation
“One of the reasons peer assessment
is so valuable is because students
often give and receive criticisms of
their work more freely than in the
traditional teacher/student interchange. Another advantage is that
the language used by students to
each other is the language they
would naturally use, rather than
‘school’ language.”
Black et al 2003
Use real examples
present pupils with 1 or 2 varied examples
pairs/class evaluate examples against
success criteria
pupils later self/peer evaluate own work
Students ‘score’ the talk:
not as well as I could have explained it
as well as I could have done myself
better than I could have done myself
Scores revealed; red and green are
explained to the student
Ways
Forward
get SMT support
take your time
start with keen teachers
base decisions on research principles
build on existing practice
keep a journal
share findings
don’t go it alone
involve students
keep it going
Katrina Harrell, head of an English Department
(in Black et al, 2003
“The project has impressed upon me the need to
encourage independence in students; too often
they expect to be passively ‘spoon fed’ a syllabus,
while we succeed not in extending their creativity
but in quashing it. By the careful use of questioning,
by encouraging students to critically reflect on their
own and on others’ work and by making them partners
in the teaching and learning processes, I believe
we can make a real difference for the better.”
Phillip, Year 9 (in OFSTED, 2003)
“I transferred here from middle school.
Nobody had told me there what to do to
improve my work. Now I know exactly
how to improve my grades. I know the
criteria for particular marks in an
assignment, and it’s my fault if I don’t
do the work.”
Shirley Clarke Education Ltd.
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