There are two kinds of assessment; formative and summative
If we think about learning to drive, formative assessment happens during every lesson. The instructor says what manoeuvre is going to be taught and how it is done. The learner gives it a go and gets feedback about how it went. Both the learner and the instructor have a say in how things went and what can be done to improve. Afterwards the learner can try again – and keep trying until it is right!
Summative assessment is the driving test – no help and support – just show what you know and prove what you can do.
Teachers here at Dyke constantly assess learning, sometimes in a summative situation and formatively on a day to day basis in the bustle of the busy classroom. They recognise the need to try to tune into learners’ minds, to work out what and how they are thinking and to use this to stimulate progress.
Formative assessment has great benefits for children. It involves teachers and other staff in giving clear information to children as to how to improve their work and about the progress they are making. In this way children have better feedback leading to a clearer understanding of how they can improve and progress.
Formative assessment enables children to identify what they have achieved and how to improve, Thereby
- increasing their involvement in their own learning ?
- building their self esteem and confidence ?
- increasing their motivation and ?
- improving their personal attainment and achievement
Teachers increasingly aim to
- share learning outcomes with children at the start of lessons ?
- decide with the children what success criteria will be used to measure success ?
- provide quality feedback with either oral or written comments ?
- involve children in identifying their next steps ?
- encourage self and peer assessment of tasks
All of these strategies working together ensure the children here at Dyke will increasingly take ownership of their own learning and become more independent thinkers and learners.