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Student Voice &
Formative AssessmentThis material reflects only the author’s view; the Commission is
not responsible for any use that may be made of the
information it contains.
Creating a Learning Culture
…creating a learning culture within the classroom, is more than the sum of a series of
handy tips and techniques…
What impact does the teachers’ formative assessment practice have on the students’ learning?
Is student voice present in the culture of this classroom?
What has happened over the last 8 months that has paved the way for this experience?
Formative assessment is the process of seeking and interpreting evidence for use by learners and their
teachers to decide where the learners are in their learning, where they need to go and how best to get there.
Assessment Reform Group (2002)
Formative Assessment
How formative assessment works
Talk
Talk
Talk
Clarifying, understanding, andsharing learning intentions
Engineering effective classroom discussions, tasks and activities that elicit evidence of learning
Providing feedback that moves learners forward
Activating students as learning resources for one another
Activating students as owners of their own learning
Wiliam and Thompson, 2007
"Talk is the sea on which all else floats" (Britton, 1970)
Learning Intention
We are learning to be able to present a point of view in a persuasive manner
Success Criteria
Begin with a good opening sentence
Present reasons and examples to back up your argument
Use emotive and persuasive language (such as ‘Surely’)
Use humour, stories and/or questions to gain your audience’s attention
Conclude with a strong statement
Look at your audience
Success Criteria in Action
1. Take a moment to read through the ‘clarity in learning’ samples
2. Are there any similarities/differences between them?
3. How might these be useful for activating students’ voices in learning?
Criteria for success are…..
linked to the learning intentions
are specific to an activity or task
are discussed and agreed with students prior to undertaking the activity/task
provide a scaffold and focus for students while engaged in the activity/task
are used as the basis for feedback, peer-assessment and self-assessment
Focus on Learning Toolkits, 2014
Check in
Learning Intentions & Success Criteria Reflection Tool
Set a target for yourself based on Learning Intentions and Success Criteria.
Partnering students in learning
• Learning Intentions & Success Criteria
• Effective Questioning
• Formative Feedback
• Students reflecting on their learning
Real opportunities to participate
Frederiksen and Collins (1989) used the term transparency to express the idea that students must have a clear understanding of the criteria by which their work will be assessed.
In fact, the features of excellent performance should be so transparent that students can learn to evaluate their own work
in the same way that their teachers would.
Practical exampleLearning intention: We are learning to write effectively
.In this example the teacher created the success criteria but
the students could develop their own success criteria based on
models of writing
Reflecting on the learning
A fellow student writes a comment under the following categories:
• Clarify• Value• Concerns• Suggestions
Peer AssessmentClarify - How is Leah the most amazing girl you have ever met.
Value - I love how you have used I word sentences. It is very interesting. You included your hopes and dreams. Brilliant questions.
Concern - Use more ambitious vocabulary.
Suggest - I suggest you use a little more questions maybe.
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