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teachwire.net/secondary PA R T N E R C O N T E N T 101 What evidence is there for the impact that formative assessment can have? The regular use of minute-by-minute classroom formative assessment can substantially improve student achievement. The Embedding Formative Assessment (EFA) programme, written by Professor Dylan Wiliam and Siobhan Leahy, is the first large- scale trial to have shown an impact on GCSE outcomes in two years. EEF research findings showed that students made the equivalent of two months’ additional progress in their Attainment 8 GCSE score; this result has a very high security rating. What common issues can schools encounter with formative assessment? Going for quick fixes. Introducing formative assessment techniques through short workshops, which don’t lead to any change in teachers’ practice, are often seen as gimmicks rather than useful tools. Changing teachers’ habits and routines takes effort and a continual focus. For this to happen, teachers need time, choice, flexibility and support to make small changes which lead to much bigger gains for their learners. These are the key features of the EFA programme. How should a formative assessment system be implemented? Effective implementation of the programme is essential. The process of teacher learning within the programme should be planned and implemented carefully. This is a two-year process, involving teachers working in Teacher Learning Communities (TLCs) with structured workshops, which follows a process to support teacher change. School leaders need to make this a long-term priority in the school. “This needs to be a priority” ASK THE EXPERT SSAT’s Corinne Settle explains how formative assessment can have a dramatic effect on schools’ Attainment 8 GCSE scores What does SSAT’s Embedding Formative Assessment programme entail and how can it help? Teachers attend workshops on a monthly basis following the agendas provided. At the end of each workshop, teachers choose what they will work on to develop their formative assessment practice. Teachers are supported by their TLC colleagues through peer feedback to develop frequent and effective practice over time. An essential part of the trial was the support from expert SSAT EFA Mentors. Once a formative assessment system is in place, what will it look like in practice? Teaching becomes highly adaptive in lessons through using a wide range of techniques that elicit evidence from learners. This evidence is responded to in the moment or planned into future lessons, better meeting the needs of learners. Teachers and learners know where they are going and how to move forward. Learners are engaged and take ownership of their learning through peer and self-assessment, increasing their metacognition and self-regulation. MENTORING - HowSSATexpert mentors can support and train your TLC leaders tomaximise the effectiveness of the programme over the two years GROWTH - How the programme provides teachers with choice and flexibility to become even better COLLABORATION - The growth of a collaborative culture where support and accountability are two sides of the same coin ssatuk.co.uk/efa T: 020 7802 0955 E: hello@ssatuk.co.uk ASK ME ABOUT EXPERT PROFILE NAME: Corinne Settle JOB TITLE: Senior Education Lead AREAOF EXPERTISE: Professional development and pedagogy BEST PART OFMYJOB: Seeing teachers’ passion for what they do