Formative Assessment: Weaving the Elements Together 29 June 2007 Jo Walls

Overview  Learning objectives  Success criteria  Effective Questioning

Learning Objectives

Learning objectives - outline  Treat open and closed skills differently  Share long and short term objectives  Separate the context from the objective  Link success criteria with the objective

Open and closed skills  Closed skills  Open skills  Knowledge  Concepts  Direct speech  Using a multiplication grid  Drawing conclusions  Using effective adjectives  Key events of World War II  Angles of a triangle = 180˚  The effect of exercise on the heart  The need for a healthy diet

Sharing long term objectives  Interactive displays: What we know What we want to find out What we’ve learned

Separate the context from the learning objective BeforeAfter Learning objective muddled with context Learning objective Context To write instructions for making a cake To be able to write instructions Making a cake To present an argument for and against school uniform To present a written argument including ‘for’ and ‘against’ viewpoints School uniform

Separate the context from the learning objective BeforeAfter Learning objective muddled with context Learning objective Context To analyse five different diets and decide which would constitute a balanced diet To be able to analyse different sources of information and reach conclusions Healthy eating To understand why Jesus told the story of the Good Samaritan To understand why parables are important in the Bible The Good Samaritan

Success Criteria

Success criteria  Step-by-step instructions for completing a task…..  Or ‘remember to’……  Or ‘choose 3 from the following list’

Example success criteria Learning objective ContextSuccess criteria To be able to use direct speech To be able to use speech marks ‘Harry Potter’ excerpts  Put “__” at the beginning and end of spoken words  Use a capital letter at the beginning of speech

Example success criteria 2 Learning objective ContextSuccess criteria To understand the physical and human features of a mountain environment The Lake District  Use an atlas to locate the Lake District  Use at least 3 different sources to locate information Maps Internet Photographs Text books  Identify the physical features Weather Climate Landscape  Identify the human features Tourism Housing Work

Successful success criteria…  Ensure focus, not quality  Clarify understanding  Allow reflection  Identify areas for improvement

Generating success criteria with pupils  ‘Do you know how to….?’ – Prove it!  ‘This is how you….’ (Proceed to do it incorrectly and wait for students to correct you).  Generate from a given example.  Generate after pupils’ first attempts (‘What did you do first?...Next?’)  Ask pupils to generate their own

Questioning

Effective questioning  Management strategies to make questioning more effective – Wait time No hands up Taking partners  Creating a supportive climate – Gather responses Stall Make a suggestion Avoid recall questions Allow ‘pass’ as acceptable

Effective questioning strategies 1. Give a range of answers……  Q: What is 5 2 ?  3, 7, 10, 25, 125 In a test, Sarah put 10 as the answer. How did she get this answer?  Q: What makes a good friend? kind always honest shares sweets a bully good looking loyal

Effective questioning strategies 2. Give a statement Original question ReframedFurther examples Which drugs are bad for you? All drugs are bad for you. Agree or disagree and give reasons.  Goldilocks was a burglar.  Cars should be banned from outside schools.

Effective questioning strategies 3. Right and wrong Original question ReframedFurther examples How do you do this sum? Why is this sum right and this sum wrong?  Why is this meal healthy and this one not?  Why is this picture an example of Impressionism and this one not?

Effective questioning strategies 4. Starting from the end Original question ReframedFurther examples Can you give me an example of a metaphor? Here is a metaphor. What makes it a metaphor?  This is an example of sustainable development. What makes it sustainable?  At the end of the play Juliet kills herself. Why?

Effective questioning strategies 5. Opposing standpoint Original question ReframedFurther examples What are the hazards of taking drugs? Should taking drugs be a matter of choice?  What would a mother whose children were starving think of shoplifting?  How did the 3 bears feel upon discovering Goldilocks in their home?