S H I R L E Y C L A R K E Associate, Institute of Education University of London Formative...

S H I R L E Y C L A R K EAssociate, Institute of Education

University of London

Formative Assessment in the Secondary

Classroom

AAIA National Conference 2004

Sharing LearningGoals

EffectiveQuestioning

Effective Feedback

PupilSelf-evaluation

FORMATIVE ASSESSMENT

Sharing LearningGoals

EffectiveQuestioning

Effective Feedback

PupilSelf-evaluation

FORMATIVE ASSESSMENT

The active involvement ofpupils in their own learning

Misconceptions about Formative Assessment

Questions are asked toestablish what hasbeen learnt

Questions are asked tofurther learning

Marking suggests futuretargets to be, hopefully,remembered

Marking specifiesimprovement needs andprovides advice forimmediate action

Misconception Should be ...

Misconceptions about Formative Assessment

Misconception Should be ...The quality of the activityis disregarded and the barebones of the LO become themain focus of a lesson

Lessons are devised whichexplore and promotelearning for those engaged in it

Self-evaluation of how wellcriteria for the lesson havebeen met and where theycould be improved (formative)

Setting targets which are thecriteria needed to reach adesired level...remember to

Self-evaluation of level orgrade criteria met or not metin a piece of work(summative)

Setting targets which arewithin the child’s ZPD, arereally understood and areaccompanied by appropriateguidance

Learning Objectivesand

Success Criteria

Learning ObjectiveUnclear

Learning Objective Context

To present anargument for andagainst abortion

To present a reasoned argumentincluding ‘for’ and‘against’ positions

AbortionDebate

To produce aquestionnaireabout shoppingpatterns

To be able toinvestigate thedistribution of aneconomic activity

Family interviews:where they shop &how their shoppingpatterns change

To analyse 5 dietsand decide whatconstitutes abalanced diet

To understand theingredients of andneed for a balanceddiet

Analysingdifferent diets

Year 7LEARNINGOBJECTIVE

CONTEXTSUCCESSCRITERIA

Writepersuasivelyusing differenttechniques

Letter tolocal MPregardingfoxhunting

a statement of yourviewpoint

a number of reasonsfor this with evidence

a number of reasonsfrom an alternativestandpoint

Year 7LEARNINGOBJECTIVE

CONTEXTSUCCESSCRITERIA

Writepersuasivelyusing differenttechniques

Letter tolocal MPregardingfoxhunting

attempts at striking upempathy with therecipient

recommended alternative action

a summary

reasoning connectives

Year 9LEARNINGOBJECTIVE

CONTEXTSUCCESSCRITERIA

To be able toaccept, respondand reply creatively toTeacher in Role

Pollution use appropriatelyadapted language andmovementuse these to signifystatus and placedon’t show embarrassment

sustain belief in your role

develop the situationthrough your contributionsmove the drama on

Any AgeLEARNINGOBJECTIVE

CONTEXTSUCCESSCRITERIA

To writea completestory

StoryTitle

an effective opening

an effective ending

effective characterisation

series of events

use of powerful verbs,adjectives, similies,and/or metaphorscheck grammar,spelling, etc.

reminder of steps or ingredients

ensure focus, not quality

create a framework for formative dialogue...

Process success criteria

Create a framework for formative dialogue

clarify understanding

identify success/best aspects

determine difficulties with reasons

discuss strategies for improvement

reflection

EffectiveQuestioning

“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 eachlesson/day

model good talking, listening

create class ground rules

Creating challenging questions

ORIGINAL

Which formsof exerciseimprove theefficiencyof the heart ?

REFRAMED

All forms ofexercise im-prove theefficiency ofthe heart.

Agree or dis-agree and givereasons.

STRATEGYUSED

Giving astatement orhypothesis to

prove ordisprove.

FURTHEREXAMPLES

All fairy taleshave happy endings.

Henry VIIIimprovedpeople’s lives.

ORIGINAL

What do plants need to grow ?

REFRAMED

Why is this plant healthy and this one sick ?

STRATEGYUSED

Findingopposites andasking forexplanation.

FURTHEREXAMPLES

Why is thissentence rightand this onewrong ?

Why is this sum right andthis one wrong?

Creating challenging questions

ORIGINAL

Which wordis used todescribeenergy typessuch as elastic, chemical andgravitational?

REFRAMED

Why is the word ‘potential’ used to describe energy types such as elastic, chemical, and gravitational ?

STRATEGYUSED

Providing the answer andasking for

justification.

FURTHEREXAMPLES

The answer is 1: using fractions, what might the question be?The ugly sisters werejealous of Cinderella.Why ?

Creating challenging questions

ORIGINAL

Why do you think there are so many people interested in reducing pollution in large cities ?

REFRAMED

What argument would car drivers in London have against anti-pollution campaigns ?

STRATEGYUSED

Answering aquestion froman opposingstandpoint.

FURTHEREXAMPLES

How wouldsomeonewhose children were hungry determine right and wrong ?

Creating challenging questions

Giving a range of answers

What is 52 ? 3, 7, 10, 25, 125

Which activitiesimprove the efficiency of the heart ?

weight lifting, golf,cycling, walking, darts, swimming,skydiving

What does a plantneed to grow ?

air, water, light,lemonade, milk,heat, sand, soil

Children’s questionsEncourage 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 questionsto 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 ofthe 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 askme why they no longer received grades. It was asif they were not bothered by this omission. I foundthis amazing, particularly considering just how muchemphasis students place on grades and how littleheed is taken of the comments generally....Whenasked by our visitor how she knew how well she wasdoing in science, one student clearly stated that thecomments 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 2Read all of the student’s written work through verycarefully before making any annotation. Next highlight three places in the writing where thestudent best met the learning intention(s) of theactivity. Then indicate with a star where animprovement can be made to the original work.

Phase 3Draw an arrow to a suitable space near thestar and write a ‘close the gap’ prompt tosupport the student in making an improvementto their work. This can be provided in a varietyof forms:

Reminder Promptmost suitable for higher attaining students

e.g. Say more about . . .

e.g. Explain why you think this . . .

continued

suitable for most students as it provides morestructure to improve the work.

e.g. A Question - Can you explain why Harold’sarmy was tired ?

e.g. A Directive - Describe some of thepreparations made by William which show that

e.g. An Unfinished Sentence - William showedhe was a skillful commander when he . . .

continued

Scaffold prompt

particularly supportive of lower attainingstudents.

e.g. Choose one of these statements and/orcreate your own:

Harold was unlucky because he had foughtanother battle against Norwegians. OR

Harold had a lot of bad luck particularlyhaving to fight William soon after theBattle of Stamford Bridge.

Example prompt

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 sentenceto start most paragraphs - you explained clearly whyHarold’s army were at a disadvantage at Hastings. You also presented your own opinion in theconclusion - well done.

Target - This paragraph needs to be linked moreclosely to the questions - the words underlined inblack are probably not needed. Anne, could you tryto finish this sentence, please. Then add someevidence from the previous paragraph.

e.g. William was a wise and determined man whocarefully planned his attempt to . . .

Student response

. . . claim the throne of england. Hetook great care over his invasion preparations. He made sure his armywas well equipped with chain mail,good horses and plenty of food.

Why did William win the Battle of Hastings ?

William won the Battle of Hastings because hewas better prepared and he waited for the writtime. First Harold Godwinsons Army was attackedby Hardrada. Then Godwinson came back formore and killed Hardrada. Then he went toHastings with no rest to fight the Normans.

The Norman army were ready for war. And Haroldcame to the top of the hill. William ran up the hillwith all is might but he was pushed down. He usedthe retreat trick. He ran away the English chasedhim surrounded him he turned and shotGodwinson in the eye and he died.

(Student writing)

FEEDBACKJason - A big point to start off your answer clearlyfocusing on the questions - Yes this was indeed veryimportant in helping William win the battle - the retreat trick was a very clever tactic in the battle - wellidentified.

Target: Jason, it would be really useful to add aconclusion to this answer. Which of these two examplesdo 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 hisskillful leadership during the battle.3. Your idea . . .

STUDENT RESPONSE

In fact I think that Harold’s bad luck plus the tricks William used in thebattle both were the same importance.

Self / PeerEvaluation

“One of the reasons peer assessmentis so valuable is because students often give and receive criticisms oftheir work more freely than in thetraditional teacher/student inter-change. Another advantage is that the language used by students toeach 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 againstsuccess criteria

pupils later self/peer evaluate own work

Students ‘score’ the talk:

Scores revealed; red and green areexplained to the student

not as well as I could have explained it

as well as I could have done myself

better than I could have done myself

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

“The project has impressed upon me the need toencourage independence in students; too oftenthey expect to be passively ‘spoon fed’ a syllabus,while we succeed not in extending their creativitybut 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.”

Katrina Harrell, head of an English Department (in Black et al, 2003)

“I transferred here from middle school.Nobody had told me there what to do toimprove my work. Now I know exactlyhow to improve my grades. I know thecriteria for particular marks in anassignment, and it’s my fault if I don’tdo the work.”

Phillip, Year 9 (in OFSTED, 2003)

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