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…

Formative Assessment in Practice

Insert Video

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)

Teacher testimony

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.

The Ladder of Feedback

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.

Student reflection on learning

Students reflect on whatthey have learnt

Students reflect on howthey have learnt