Skip to content
January 19, 2012 / owexelstein

Formative Assessment – Part two

Our work with talk partners has been very successful so far, the children were able to come up with some very good success criteria which we’ve typed up and put on the wall so they are an easy visual reminder (see photo below).

Using the lollysticks to choose children to share their answers is also proving very productive. It has allowed me to observe very quickly the children who either need to put more effort into their discussions or require some support. All the partnerships are proving to be very successful.

The next task for the talk partners was to revisit work we’d done previously on fixed and growth mindset. Each pair was given a pile of statements which they had to discuss then sort into the headings fixed and growth mindsets. Once this was done each pair had to get a different coloured pencil and tick the statements that related to how they tackled learning situations. They then discussed with their partners why they had ticked each statement and ways they could overcome having a fixed mindset. Since introducing fixed and growth mindsets in my classroom the results have been very rewarding. Most of the children have a very positive attitude towards tackling new problems and don’t feel so embarrassed or negative when they get things wrong.

The final task was to establish the requirements for learning.

“In order to ensure effective engagement, reflection, dialogue and appropriate guidance, we need to create, with pupils, the best environment for those elements and therefore for effective learning to take place” Clarke (2008)

First the children discussed what helps them learn then what stops them from learning. From these discussions the children produced a set of success criteria for “What does a successful learner do?”. These have been typed up and displayed prominently in the classroom so they can be easily referred back to during any task or activity. These criteria also make a good behaviour management tool as children can be reminded quickly how they can be successful.

In part three of Formative Assessment I will be looking at asking worthwhile questions.

Reading / Video that helped me

DVD – The Power of Formative Assessment – Shirley Clarke

Clarke, S (2008) Active Learning through Formative Assessment, Hodder Education


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s

%d bloggers like this: