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teachwire.net/secondary PA R T N E R C O N T E N T 47 A formative assessment programme from SSAT that schools can use to change their whole school culture for the better and improve student outcomes Embedding FormativeAssessment REASONS TO TRY… 30 SECOND BRIEFING SSAT’s Embedding Formative Assessment programme is a whole school programme designed to introduce a culture of formative assessment across your school.Proven to positively impact on GCSE outcomes,it improves feedback skills,reduces teacher workload and changes habits and behaviours to enable formative assessment to become embedded in your classrooms. KEY POINTS Contact: 020 7802 0955 hello@ssatuk.co.uk ssatuk.co.uk/efa 5 1 2 3 4 to better meet the learners’ needs. As a result, teachers and learners alike know where they are going, know how to move forwards and can proceed to build a collaborative, adaptable and transformative school environment. LEARNERS TAKE OWNERSHIP Students become more engaged, supporting each other through peer- and self-assessment while developing their meta- cognitive and self-regulation skills. Teachers will in turn become more responsive to feedback, and therefore more effective at meeting the needs of all students. CULTURAL SHIFT The programme helps create an environment where teachers and students can collaborate and develop a stronger sense of community, supporting each other to refine their practice. Teachers value the importance and impact of formative assessment – a way of working that enables them to move away from data-driven assessments and towards lesson-by-lesson techniques that impact positively on students’ learning, motivation and wellbeing. 5 Proven to positively impact on student outcomes, with the equivalent of two months’ additional progress in Attainment 8 GCSE scores. Increases student engagement, by encouraging them to take responsibility for their own learning through peer and self-review techniques. A cost-effective way of improving the teaching and learning in your classrooms, and empowering teachers to develop their practice by refining their strategies. Supports effective implementation of a school- wide curriculum,while building a sense of community that sees teachers and students sharing common goals. practitioners are empowered to use a wide range of techniques that elicit evidence from learners. This evidence can then be responded to in the moment, or planned into future lessons so as FULLY RESOURCED AND SUPPORTED The purpose of the two-year programme is to support all teachers to become even better. We understand that 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. This sustained focus on the type of teacher practice that will enable change is a key benefit of the Embedding Formative Assessment programme. STRATEGIC IMPLEMENTATION The programme can also help maximise the impact and support provided by school leaders. As well as building on more than 20 years of research by Dylan Wiliam and Siobhan Leahy, the programme also draws on findings from an EEF research trial, showing that students made the equivalent of two months’ additional progress in their Attainment 8 GCSE score. The EEF trial states that this result has a very high security rating. IMPACT WHERE IT MATTERS Teaching will become highly adaptive in lessons where