formative assessment: action research learning teams
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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. North Yorkshire. Blackburn - PowerPoint PPT PresentationTRANSCRIPT
Formative Formative Assessment:Assessment:
Action Research Learning Action Research Learning TeamsTeams
Formative Formative Assessment:Assessment:
Action Research Learning Action Research Learning TeamsTeams
SHIRLEY CLARKESHIRLEY CLARKEAssociate, Institute of EducationAssociate, Institute of Education
University of LondonUniversity of London
SHIRLEY CLARKESHIRLEY CLARKEAssociate, Institute of EducationAssociate, Institute of Education
University of LondonUniversity of London
AAIA 2006 NewcastleAAIA 2006 Newcastle
Formative AssessmentFormative Assessment is is continuing continuing
Action ResearchAction Research
Current Learning Teams:Current Learning Teams:
EssexEssex
North YorkshireNorth YorkshireNorth YorkshireNorth Yorkshire
GloucesterGloucesterGloucesterGloucester
Blackburn Blackburn w/Darwinw/Darwin
Blackburn Blackburn w/Darwinw/Darwin
SalfordSalfordSalfordSalfordEast LothianEast LothianEast LothianEast Lothian
PowysPowysPowysPowys LincolnLincolnLincolnLincoln
Day OneDay OneDay OneDay One
LearningLearning Objectives Objectives
SuccessSuccess Criteria Criteria
Effective Effective QuestioningQuestioning
LearningLearning Objectives Objectives
SuccessSuccess Criteria Criteria
Effective Effective QuestioningQuestioning
Day TwoDay TwoDay TwoDay TwoAMAM: : feedback feedback findingsfindings
PM:PM: peer peer evaluation / evaluation / feedbackfeedback
AMAM: : feedback feedback findingsfindings
PM:PM: peer peer evaluation / evaluation / feedbackfeedback
Day ThreeDay ThreeDay ThreeDay Three
AMAM: : feedback feedback findingsfindings
PM:PM: showcase to showcase to local schools local schools
Learning JournalLearning Journal
Two teachers per Two teachers per schoolschool
What did you do?What did you do?What was the What was the
impact?impact?How did you How did you
know?know?
2 0 0 6 2 0 0 6 findingsfindingsso far ...so far ...
Separating the Separating the Learning Learning
Objective Objective from from the the ContextContext
Separating the Separating the Learning Learning
Objective Objective from from the the ContextContext
BeforeBefore We wouldWe wouldlearn...learn... AfterAfter We would We would
learn...learn...
To writeTo writeinstructionsinstructionsfor making afor making asandwichsandwich
‘‘...how to ...how to make amake asandwich’sandwich’
To writeTo writeinstructionsinstructionsContext:Context:a sandwicha sandwich
‘‘...how to...how towritewriteinstructions’instructions’
To To understandunderstandwhy Jesuswhy Jesustold thetold thestory of thestory of theGoodGoodSamaritanSamaritan
‘‘...about God...about Godand theand thestories of thestories of theNew Testament’New Testament’
To To understandunderstandwhy Jesuswhy Jesustold storiestold storiesContext:Context:TheTheGoodGoodSamaritanSamaritan
‘‘...about God...about Godand what heand what hewants us towants us todo and howdo and howto behave’to behave’
ImpactImpactImpactImpact
Transferring skillsTransferring skills
Learning languageLearning language
Sharper planningSharper planning
Transferring skillsTransferring skills
Learning languageLearning language
Sharper planningSharper planning
The development ofThe development ofSuccess CriteriaSuccess Criteria
Closed SkillsClosed SkillsClosed SkillsClosed Skills
Open SkillsOpen SkillsOpen SkillsOpen Skills
direct speechdirect speech
using a multiplication gridusing a multiplication grid
drawing conclusionsdrawing conclusions
using effective adjectivesusing effective adjectives
ImpactImpactImpactImpactopen/closed skills open/closed skills eliminated minimalismeliminated minimalism
foundation stage foundation stage children involvedchildren involved
generic success generic success criteriacriteria
success criteria success criteria internalisedinternalised
pupils creating their pupils creating their ownown
greater inclusiongreater inclusion
behaviour improvedbehaviour improved
higher attainmenthigher attainment
TalkingTalkingPartnersPartners
random partnersrandom partners
change regularlychange regularly
success criteriasuccess criteria
development development and trainingand training
random partnersrandom partners
change regularlychange regularly
success criteriasuccess criteria
development development and trainingand training
culture of wait timeculture of wait time
children want to children want to discussdiscuss
greater inclusiongreater inclusion
more writing/richer more writing/richer vocabularyvocabulary
culture of wait timeculture of wait time
children want to children want to discussdiscuss
greater inclusiongreater inclusion
more writing/richer more writing/richer vocabularyvocabulary
ImpactImpact:: learning & social
ImpactImpact:: learning & social
teachers now the listenersteachers now the listeners
vital ‘life skill’ for childrenvital ‘life skill’ for children
children are developing new children are developing new skillsskills
EAL supportedEAL supported
resistance of older childrenresistance of older children
parents’ problemsparents’ problems
teachers now the listenersteachers now the listeners
vital ‘life skill’ for childrenvital ‘life skill’ for children
children are developing new children are developing new skillsskills
EAL supportedEAL supported
resistance of older childrenresistance of older children
parents’ problemsparents’ problems
Use ofUse of ‘old’ ‘old’ piecespiecesof workof work
oror productsproducts
to generate success to generate success criteriacriteria
to clarify understandingto clarify understanding
to discuss quality using to discuss quality using two piecestwo pieces
to model success & to model success & improvementimprovement
to generate success to generate success criteriacriteria
to clarify understandingto clarify understanding
to discuss quality using to discuss quality using two piecestwo pieces
to model success & to model success & improvementimprovement
children working children working harderharder
more pupil self/peer more pupil self/peer evaluationevaluation
higher achievementhigher achievement
children working children working harderharder
more pupil self/peer more pupil self/peer evaluationevaluation
higher achievementhigher achievement
ImpactImpactImpactImpact
IntegrateIntegratedd
FeedbackFeedback
IntegrateIntegratedd
FeedbackFeedback
less marking by teacherless marking by teacher
continual evaluationcontinual evaluation
plenary moved to the plenary moved to the beginningbeginning
on the spot modelling of on the spot modelling of improvementimprovement
increased use of technologincreased use of technology
less marking by teacherless marking by teacher
continual evaluationcontinual evaluation
plenary moved to the plenary moved to the beginningbeginning
on the spot modelling of on the spot modelling of improvementimprovement
increased use of technologincreased use of technology
different lesson structuredifferent lesson structurenew teacher role-new teacher role-checkingcheckinghigher qualityhigher qualitymanageabilitymanageability‘‘on the spot’ on the spot’ improvementimprovementno training neededno training needed
different lesson structuredifferent lesson structurenew teacher role-new teacher role-checkingcheckinghigher qualityhigher qualitymanageabilitymanageability‘‘on the spot’ on the spot’ improvementimprovementno training neededno training needed
ImpactImpactImpactImpact
What the children said ...What the children said ...
SUCCESS CRITERIASUCCESS CRITERIA
““Knowing the learning Knowing the learning objective is like knowing the objective is like knowing the rules of a game, but having rules of a game, but having the success criteria is knowing the success criteria is knowing how to win.” how to win.” (Glos)(Glos)
““Knowing the learning Knowing the learning objective is like knowing the objective is like knowing the rules of a game, but having rules of a game, but having the success criteria is knowing the success criteria is knowing how to win.” how to win.” (Glos)(Glos)
““I can see where I have or I can see where I have or have not achieved.” have not achieved.” (E. (E. Lothian)Lothian)
““Do they do success criteria in Do they do success criteria in secondary school because I secondary school because I really know what I’m doing really know what I’m doing with them?” with them?” (Essex)(Essex)
““Do they do success criteria in Do they do success criteria in secondary school because I secondary school because I really know what I’m doing really know what I’m doing with them?” with them?” (Essex)(Essex)
““English used to be crap with English used to be crap with you but it’s good now.”you but it’s good now.” (Powys (Powys secondary)secondary)
““English used to be crap with English used to be crap with you but it’s good now.”you but it’s good now.” (Powys (Powys secondary)secondary)
Talking PartnersTalking Partners
““It’s a good way to learn as It’s a good way to learn as you work as a team...you have you work as a team...you have two brains instead of one.”two brains instead of one.” (Salford)(Salford)
““If you have to talk you have If you have to talk you have to think. If you did not have to think. If you did not have talking partners you’d feel talking partners you’d feel left out. I get to learn things left out. I get to learn things from others I didn’t know.” from others I didn’t know.” (EL)(EL)
Integrated FeedbackIntegrated Feedback
‘‘It’s good because it pushes you It’s good because it pushes you to the limit to work harder.’to the limit to work harder.’
‘‘I think it’s a good idea because I think it’s a good idea because it shows what we have it shows what we have improved on and also what improved on and also what needs improving.’needs improving.’
‘‘I think it’s a good idea because I think it’s a good idea because it shows what we have it shows what we have improved on and also what improved on and also what needs improving.’needs improving.’
ShirleyClarkeShirleyClarke
T 01342 826939F 01732 700856
shirleyclarke-education.org
T 01342 826939F 01732 700856
shirleyclarke-education.org
Dear Rose,Dear Rose,
I am sorry I scared you. I will send youI am sorry I scared you. I will send youback your ball. I will be friends with you.back your ball. I will be friends with you.My house is so dark because the sun lightMy house is so dark because the sun lightcan’t get to it. My dog is not bad evencan’t get to it. My dog is not bad evenif he is big. Can you come every day?if he is big. Can you come every day?I’ve had no children for ten years. DoI’ve had no children for ten years. Doyou forgive me?you forgive me?
Love,Love,
Mr. WintergartenMr. Wintergarten
Mr. A. WintergartenMr. A. Wintergarten15 Garden Close15 Garden Close
Tonbridge, Kent TN2 6DTTonbridge, Kent TN2 6DT
Rosie & NatalieRosie & NatalieRosie & NatalieRosie & Natalie
Dear Rose,Dear Rose,
I am sorry I scared you. I am sorry I scared you. I will send youI will send youback your ball.back your ball. I will be friends with you. I will be friends with you.My house is so dark because the sun lightMy house is so dark because the sun lightcan’t get to it. can’t get to it. My dog is not bad evenMy dog is not bad evenif he is big.if he is big. Can you come every day? Can you come every day?I’ve had no children for ten years.I’ve had no children for ten years. DoDoyou forgive me?you forgive me?
Love,Love,
Mr. WintergartenMr. Wintergarten
Mr. A. WintergartenMr. A. Wintergarten15 Garden Close15 Garden Close
Tonbridge, Kent TN2 6DTTonbridge, Kent TN2 6DT
Rosie & NatalieRosie & NatalieRosie & NatalieRosie & Natalie
““He needs to explain more why he hasn’t He needs to explain more why he hasn’t had any children for 10 years.”had any children for 10 years.”
““He needs to make it clearer that he wasHe needs to make it clearer that he wasgoing to give the ball back.”going to give the ball back.”
““My wife took my children away. My wife took my children away. No one has wanted me for a long time. No one has wanted me for a long time. It makes me so sad and nearly breaksIt makes me so sad and nearly breaksmy heart.”my heart.”
IMPROVEMENTSIMPROVEMENTS
““Can you come every day ?”Can you come every day ?”
To ...To ...
““Can you come once a week to comfortCan you come once a week to comfortme ? I promise I will not scare you.”me ? I promise I will not scare you.”
Rosie & NatalieRosie & Natalie