Formative Assessment: Writing Focus, Monday 14th May 2018

Ximena started with a breathing exercise

General discussion in teams: What would a classroom in which formative assessment and feedback are happening look like sound like etc?  

The Key Messages from Dylan Wiliam:

1. Everybody is thinking all the time.

2. Make students do the work.

3. Only give give feedback that will be used.

What could these statements look like in action?

Seniors:


Juniors: 

Examples of feedback:  We shared a piece of writing and discussed different approaches to written feedback. We evaluated in pairs.

There is some consistency around pink and green. Teachers are generally picking out one thing to work on and one thing that is going well. Feedback is usually linked to a student's goal. The juniors are using symbols. We agreed that we write words above the words.

Seniors: P for punctuation, G for grammar, S for spelling. Simple marking.

Here are examples of exit tickets in Maths:

What could this look like in writing at your kid’s level?

During discussion we thought that exit tickets could be good if the questions were open e.g. Can you write a simile? Multi-choice might work well too. ARBs- short tasks would work well. We could collect a bank of exit tickets for skills. You could ask students things like how would you shape a green light question? Using exit tickets could be good for workshop planning.

Further Reading:



These are Ximena's notes from Dylan Wiliam course, Embedding formative assessment with teacher learning communities: