Questions

  • What about peer pressure (negative) eg in the playground. Eg. “You’re so dumb, you said ------“

I’d argue this is a bigger issue than that of Formative Assessment

  • What would be your response to parents who push for comparison with others?

You can compare to average data perhaps, but I would avoid comparisons with individuals. And any comparison with others is of secondary value compared to comparison/evaluations against self.

  • How do you rate the dyslexic child who has made extreme improvement in his work. Who deserves in his world , a B, and give the top child a C, as his work is ruled as messy?

Not sure what ‘in his world’ means… a B is a B, based on success criteria. Again this highlights the negative impact over-grading can have, particularly with kids with learning differences.

  • How we can do the PE formative assessment with time constraints & class members & being outside?

Probably need to be conscious that this might not happen all the time but when it does, ensure that we have taken the time/location into account. Could you make use of laminated self/peer/team based feedback cards – with simple tick-a-box, and couple of lines of writing?

  • To help further deepen understanding of feedback – do you run parent workshops?

Yes – hopefully looking at doing this in 2017 with CGS

  • Working with parents and students of cultures where self and peer assessment isn’t either appropriate or common? (Emma J-R)

Cultural sensitivities are important, but ‘appropriateness’ is contextual, and in the context of learning it’s entirely appropriate. Common

  • Time constraints is a challenge to overcome.

Yep. But if we can see it as part of the learning, rather than something else to do… also can we think of other ways to convey information – technology for instance?

  • How to ensure that Year 6 students aren’t completely shocked when they go to Year 7?

Perhaps look to strike a balance? Or take the approach of process over product…. If we get their thinking and processes right then they will be better positioned to handle the challenges that high school might throw their way.

  • Limited time, behavioural issues, different abilities in class?

These challenges present regardless of what we’re trying to do in school. But it’s possible that using some formative assessment strategies may go some way to challenging these issues – particularly the behavioural and ability based ones.

  • Pushing the able students

Research from ACER suggests that the students we push the least are in fact our most able. Formative assessment gives us the chance to see how the kids are going and also gives them the opportunity to reflect on where they’re at, both of these can then act as stimuli to push on…

  • If we are mandated to give grades and we know that parents share them with students, shouldn’t we be educating students about what the grades actually mean? If so, how do we best do this?

If we are articulating success criteria well then this should take care of itself. Again, the research would suggest that this issue should only arise twice a year…

  • In Early Childhood aren’t we constantly providing learning intentions and feedback through interaction?

I’d assume so yes, but important for your team at least to be crystal clear on what they are, as I’d imagine individuals’ interactions would vary considerably.

  • Where the learning intentions fit for early childhood? Yes, the teacher needs to know the intention but does pre-loading the learning intentions limit the thinking in young children? (Leith)

The LI does not need to be articulated before any thinking has been done… but once it is known (or out there) then yes it should be front and centre.

  • How do we build the resilience in the primary school to cater for grading in senior school?

Get the learning process right.

  • What does good / timely feedback look like and how do we regulate verbal / written?

Different in various contexts depending on when/where/how lessons take place. Generally speaking written feedback (providing next steps) followed by a verbal chat and then opportunity to resubmit (or improve) shortly after. (Note: feedback doesn’t always need to be from the teacher)

  • How do we balance ‘childhood’ and academic excellence?

I don’t really understand why it needs to be a binary.

  • Should we change academic awards to growth mindset awards?

Perhaps…

  • Do the Learning Intentions need to be verbalised every time?

See above

  • What strategies do we need to get the balance agreed on?

Not too sure… I’d suggest as a start EOU Assessment & Reporting would be a good place to start.

  • C3 B4 ME – how do you prevent the students seeing the same people for help?

Can mandate who the kids speak to, or use a random selector strategy

  • It all seems like too much to achieve all in one lesson. It is ok to aim for some of it some of left for later?! Not all of it all of the time?

Better to consider it in the bigger picture. Yes trying to do everything every lesson would be a recipe for disaster in my opinion.