Formative Assessment must start early!

Children should be involved in discussing their learning. Sonia Blandford and Catherine Knowles from Achievement for All share their advice and examine how this approach can be implemented.

Advances in the theory and practice of effective assessment owes much to the groundbreaking work in the late 1990s of the Assessment Reform Group (ARG). The aim of the ARG was to:

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      string(371) "... giving learners anexplicit explanation of the thinking skills that are to belearnt● Observing an expert performing the task (modelling)● Giving timely feedback on performance (formativeassessment)● Direct support in the early stages of learning a task(scaffolding) and then a gradual move towards self-regulation and autonomy (teacher fade ..."
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      string(5607) "general problem-solving and thinking skills is due to be revived soon and maywell have a significant impact in the future.Computer as support for learning dialoguesAs well as conceptualising the computer as a tutor or as atool, it is also possible to see the computer as a mediumsupporting and resourcing learning conversations.Conferencing. There are many claims that electronicconferencing can be an effective support for learningthinking skills through collaborative learning. At least someof the factors claimed to support reasoning relate to thespecific way in which the medium supports discourse. Forexample:● the ease with which it is possible to ‘take the floor’ in anonline discussion in comparison with a face-to-facediscussion● the possibility of having several strands of conversationsimultaneously supporting meta-cognitive reflection● the written nature of the dialogue combined withasynchronicity can allow time for refection whilemaintaining the intrinsic motivation of a conversationLinks via email or electronic conference with other schoolscan be used for the joint construction of knowledgeincluding critical questioning and reasoning. An examplemight be taking a particular topic to research together inorder to develop joint multi-media resources on the web.13Teaching Thinking  Spring 2003www.teachthinking.com Focus on: ICTFocus on: ICTFocus on: ICTFocus on: ICTFocus on: ICTShared databases. An approach to using shared databasesto support thinking has been developed in Canada byMarlene Scardemalia and her colleagues. The databaseconsists of text and graphical notes, all produced bystudents and accessible through database searchprocedures. Teachers work with this approach in differentareas of the curriculum. Students are given a question; thenthey have to find information and record it via notes in thedatabase. Other students comment on the notes and addnew notes. Evaluations of learning outcomes from thisapproach are positive and reflect the development ofthinking skills including greater comprehension of textsand deeper explanations of processes as well as thedevelopment of more positive self-images.Thinking together with ICT. Seeing the role of ICT as asupport or resource for learning conversations throws theemphasis away from the computer software and on to thequality of the dialogue and the pedagogy. One approachpursued at the Open University is to teach children to workeffectively together around computer-based activitiesfocused on curriculum-related topics. Computers are usednot only for stimulating shared reasoning and thinking butalso for focusing children’s joint activity on curriculum tasks.Evaluations have shown this approach to be successfulboth in increasing measures of general reasoning and inincreasing measures of subject learning (Wegerif andDawes, in preparation).ConclusionThis article is based on an extensive literature review ofrecent research on ICT and thinking skills which I undertookfor NESTA Futurelab. One of the first principles to emergefrom this review was that computer-based technology alonedoes not lead to transferable thinking skills. Whether the ICTis conceptualised as tutor, tool or support forcommunication, the success of the activity crucially dependson how it is framed. Learners need to know which thinkingskills they are learning and the skills need to be explicitlymodelled, drawn out and re-applied in different contexts.Effective teaching for transferable thinking skills with ICTcontains some or all of the following elements:● Teaching a ‘thinking’ vocabulary and giving learners anexplicit explanation of the thinking skills that are to belearnt● Observing an expert performing the task (modelling)● Giving timely feedback on performance (formativeassessment)● Direct support in the early stages of learning a task(scaffolding) and then a gradual move towards self-regulation and autonomy (teacher fade-out)● The opportunity to articulate thinking strategies anddiscuss these with other learners (thinking together)● The explicit demonstration of how thinking strategiesacquired in one subject area can be used to solveproblems in another area (bridging)Another principle to emerge is that collaborativelearning improves the effectiveness of most activities.Where tutorial software alone is ineffective for developingthinking skills, tutorial software used as a basis fordiscussion between learners can be effective. Computermindtools such as concept maps and programminglanguages all appear to be enhanced when used in pairsor groups, especially when students are taught toexplicitly articulate their strategies as they work together.Three distinctive ways in which the use of ICT canenhance the teaching and learning of thinking skillsemerged. Firstly, through supporting dynamic andmultiple representations of information. Visualisingpatterns in data-sets, for example, allows learners to thinkat higher levels about statistical relationships. Secondly,educational software can act like a teacher to prompt anddirect enquiry but can, at the same time, act as a resourcewhile learners discuss and explore ideas – promptingreflection around a simulation could be an example.Thirdly, networks can allow students to engage directlyin knowledge creation with others who are not physicallypresent. Given the apparent importance of collaborativelearning, this has significance for home education. Andwhile it is not intrinsically superior to think together withthose outside the classroom rather than those within, itcan be more motivating. Swapping ideas with"
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Creative Teaching & Learning

ICT and Teaching Thinking

24 Feb 2011

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      string(385) "... get!Marie Charles has recently left a 12 year career ofteaching in Early Years and KS1 classrooms to jointhe CFAS team at Manchester working  on formativeassessment research. Marie has a deep interestin emerging literacy research and has developeda formative analysis and  reporting system tocounterbalance the focus on summative reporting ofchildren ..."
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      string(5738) "Theycertainly don’t think they do.They have ‘Strategies’ for most of the important things– numeracy, literacy, AfL – and have ’Frameworks’ to planto and from and they have centrally supplied schemes ofwork to save the ‘tedium’ of matching teaching materialto developmental or interest levels. Above all, as they arequick to tell us, if they follow these formulae they are ‘safe’and ‘secure’ in the accountability and auditing processesconducted by their own senior leadership team. So, ‘whydid I become a teacher in the first place?’ (Palmer 1999) Toexplain our use of the word ‘definition’ in the title of thissection of our report, it is based on our belief that teachersneed to understand and to embrace what formativeteaching is, how it should not respond to the klaxon ofthe summative bell but instead to the learning needs of 56Assessments, recording and reportingManaging Schools Today    November/December 2008the child, involving the child centrally in the originationand the movement of his/her learning.Depth of learning: this equates with the immersion ofthe teacher and the child in the teaching and learningprocess. Our search is to identify through our observations ofteaching and in conversations with children, teachers and LAofficers, their priorities in planning for teaching and learning.How is an independent and lifelong learner developed? Isthere a relationship between the intrinsic development ofengagement, self-motivation, interest, research skills at anearly stage of a child’s education and current pedagogicalpractice?   Is the current observed paradigm of controllingteacher/passive recipient moving at pace through aprescribed programme going to develop a generation of‘deep and reflective thinkers’ and lifelong learners?Already AfL has collected too much ‘clutter’ of terminology;it is preoccupied by gimmicks (WILFs, WALTs, TIBs and OLIs)rather than focusing on the specific understanding andpractical application of formative assessment (FA), assessmentfor learning (AfL), continuous assessment (CA) and teacherassessment (TA). This relates to a scant understanding of theworks of the original thinkers, misrepresented or ‘popularised’by the travelling consultants who see a buck or two to bemade from the centre-periphery training model for AfL.“Is there a pack?” we were asked by one teacher,misunderstanding both the purpose of our visit and thepurpose of formative assessment. If there isn’t a ‘pack’ do notexpect it to be done because that way lies experimentation(to be frowned upon by SLT), that way lies deviation (to befrowned on by everybody!) but that way lies successful (anddeep) formative teaching and learning.ConclusionNot a conclusion because the research is still in its‘formative’ stage but we wanted to share our emergingconcerns with you. Our anticipation was that after fiveyears of a national AfL strategy we would not just seenumbers of individuals formatively teaching, but that therewould be in a majority of schools a shared community offormative teachers working collaboratively with childrenat the centre of a whole school’s philosophy of formativeteaching and learning.From our initial observations this does not appear to bethe case; the summative agenda is still firmly straitjacketingthe teaching and learning ethos. However, from a firstanalysis of the 800 school questionnaire surveys thereappear to be a number of schools whose responses indicatethat a visit, observations and conversations will providericher data, and also corroborate or otherwise that theformative language used in the printed responses is beingpractised in day to day teaching and learning. The analysisof the ‘do you teach formatively?’ questionnaire data andthe findings from our next set of school visits will be in ournext research report. If you think you and your colleaguesteach formatively, please let us know – we need all theevidence we can get!Marie Charles has recently left a 12 year career ofteaching in Early Years and KS1 classrooms to jointhe CFAS team at Manchester working  on formativeassessment research. Marie has a deep interestin emerging literacy research and has developeda formative analysis and  reporting system tocounterbalance the focus on summative reporting ofchildren’s achievement.Bill Boyle is professor of educational assessmentand director of the Centre for Formative AssessmentStudies (CFAS). He has been in the School ofEducation since 1997. Previously he was  a primaryteacher and LEA adviser.  Much of his work involvesworking with teachers in exploring ways of linkingteaching, learning and assessment through involvingpupils actively in their own learning and making thatlearning collaborative rather than competitive.ReferencesAssessment Reform Group (2002) Assessment forlearning: 10 principlesAssessment Reform Group (2007) The role ofteachers in the assessment of learningBoyle B (2008) Holistic assessment: A model withoutstatus in the Assessment hierarchy in England. Paperdelivered at an International Colloquium on holisticassessment, Kutching, Malaysia,4-7 May, 2008Dearing R. (1994) The National Curriculum and itsAssessment, School Curriculum and AssessmentAuthorityDepartment of Education and Science (1988)Education Reform Act, HMSODepartment of Education and Science (1988)Task Group on Assessment and Testing – NationalCurriculum: A ReportDepartment for Education and Skills (2003)Excellence and Enjoyment; A Strategy for PrimarySchoolsHall K & Harding A (2002) Level descriptions andteacher assessment in England:"
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Leadership

The many meanings of formative assessment

4 May 2009

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      string(407) "required.· It follows that early identification should be built into a system of formative assessment that builds on and extends teachers’ understanding of language and communication· Together the findings underline Government priorities viewing Early Years as providing a critical foundation for learning. They also provide evidence relevant to current proposals ..."
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Leadership Briefing 6.06 (66)"
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      string(1960) "required.· It follows that early identification should be built into a system of formative assessment that builds on and extends teachers’ understanding of language and communication· Together the findings underline Government priorities viewing Early Years as providing a critical foundation for learning. They also provide evidence relevant to current proposals for the revision of the Early Years Foundation Stage Framework4 about which the Government undertook a consultation which ended 30 September. Thus,· Early identification of children’s additional needs is important;· Key elements of development can be assessed at age five;· Assessments at the end of early years can be used to identify children who are at risk of educational difficulties;· The best predictors of educational success are measures of language, communication and literacy.· This proposal does not imply that there is a need for large scale record keeping. Rather, the judicious choice of the key behaviours to assess, guided by an evidence-based tool such as the one provided here, could streamline the process and reduce work load.· This does not preclude the inclusion of items that monitor behaviours which do not predict attainment but may be linked with well-being (such as aspects of physical development).· School systems need to be aware that social disadvantage has its impact very early in schooling. Children from the most disadvantaged backgrounds may need additional support in Early Years to ensure a secure foundation for language and literacy development. A careful system of formative assessment and monitoring over time supported by a revised EYFSP, could be used to identify children who are at risk.ActionNotesAuthorR ChimaDate CreatedDecember 2011Enquiries to:raspal.chima@yahoo.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Language And Literacy Attainment Of Pupils - Early Years & Through KS2

1 Dec 2011

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      string(5302) "badly’ provides a naturalmeans of enabling the child to become aware of the learning process. In addition, itprovides a means of integrating children’s self-assessment into practice. There is alsomuch to be gained by thinking out loud and planning this with the children in yourcare.Professional learning task: Thinking about learningWhat does the phrase ‘knowing the how of learning’ mean to you? Why do children need toknow about how they learn?Learning stylesIt is worth reflecting on the following summary of learning styles adapted from Smidt:■ Children search for meaning – it seems as though they ask themselves questions.■ Children learn through social interaction.■ Scaffolding, as developed by Vygotsky, can help a child to fulfil his or her potential(i.e. within an appropriately supportive framework, a child can do what they wouldnot be able to do without help).■ Play is an important vehicle for learning.■ Talk and language have an important role in the learning process – that is, throughpractitioner or learner talk and questioning.■ Children learn through exploration.■ Children will learn best when they can see the point of what they are being askedto do.■ Learning is enhanced when learners feel positive about themselves and about whatthey are learning.Professional learning task: Becoming aware of one’slearningEach feature in the preceding list of bullet points can be used to make learningmore meaningful to young learners by helping them to become aware of howthey are learning. For each one, consider, with one or two examples, how youcould do this in practice – either through an activity, question or reflection.Vol 7.6School Leadership Todaywww.teachingtimes.comLeadershipSkillsAssessmentKnowledge trails1. Evaluating EYFS provision – Is your teaching meeting the needs of your young pupils? SueLyle proposes a four-step observation process to establish where your children are and what youcan do to push them on.library.teachingtimes.com/articles/evaluating-eyfs-provision2. Observation and evaluation in the early years – A set of documents to guide practitionersthrough Sue Lyle’s proposed observation process above.library.teachingtimes.com/articles/mb-observation-evaluation-early-years3. Peer and self-assessment: the key to progress – How far have you taken Assessment forLearning? Young pupils at one primary school in London have learned the art of peer and self-assessment – with excellent outcomes for their attainment.library.teachingtimes.com/articles/slt_peer_and_selfassessment_the_key_to_progressReferences1. Department for Children, Schools and F .amilies (2009 .) Progress Matters. [pdf] .p 20. [online]Availableat: foundationyears.org.uk/files/2012/05/progress-matters.pdf [Accessed 22 April 2016].2. Department for .Education .(2014) Statutory Framework for the Early Years Foundation ,Stage p.13. [online]Available at: gov.uk/government/publications/early-years-foundation-stage-framework–2 [Accessed 22 April2016].3. Black, P and Wiliam ,D. .(1998) Inside the Black Box: Raising Standards Through Classroom ,Assessmentp.2.[online] Available at: weaeducation.typepad.co.uk/files/blackbox-1.pdf [Accessed 22 April 2016].4. Hutchin, V. .(2003) Observing and Assessing for the Foundation Stage Profile. Abingdon: Hodder andStoughton.5. Fisher, J. e( .d.) .(2002) The Foundations of Lear ,ning .p 55.. Buckingham: Open University Press.6. Overall, L. and Sangster, M. .(2006) Assessment: A Practical Guide for Primary T ,eachers .p 75.7. Smidt, S. (2005) Observing, Assessing and Planning for Children in the Early Years, p.43.Abingdon,Oxon: Routledge.8. Black, P and Wiliam ,D. .(1998) Op. cit. .p 9.9. Blandford, S. and Knowles, C. .(2013) Achievement for All: Raising aspirations, access and ,achievementp11.London: Bloomsbury. .10. Qualifications and Curriculum A .uthority .(2005) Seeing Steps in Children’s Learning. London: QCA.11. Assessment Reform .Group .(2002) Assessment for Learning: 10 Principles. [pdf] [online] Available at:cdn.aaia.org.uk/ content/uploads/2010/06/Assessment-for-Learning-10-principles.pdf [Accessed 22 April 2016].12. Overall, L. and Sangster, M. .(2006) Op cit. .p 66.13. Smidt, S. .(2005) Op cit. .pp 36-42.The routine, daily interaction of the early years practitioner with the child providesmany opportunities for embedding formative assessment into setting practice. Thestatutory framework for the EYFS has put greater emphasis on children’s progress andoutcomes – where provision also needs to prepare children for their future learning anddevelopment. Effectively implemented, formative assessment supports that process.Sonia Blandford is founder and CEO of award-winning charity Achievement forAll, and an honorary professor at the University of Warwick. Previously, she held anumber of leadership and teaching professions at secondary schools around thecountry.Catherine Knowles is a researcher, also at Achievement for All, and a visitingfellow for the University of Warwick. Her research areas include evaluation,inclusive education, SEN, values education, teacher professional development andearly"
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Leadership

SLT 7.6 Ensuring assessment impacts learning

13 Mar 2017

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