Tag: Good practice
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Making formative use of summative tests – part 1. What do assessments tell the teacher?
This blog is mostly aimed at teachers and those interested in participating in the SSAT EFA programme. If that’s not you though, don’t let it stop you from reading. Summative assessments are about reflecting aims. They are high stakes, such as a SAT paper or GCSE, and take place under rigorous conditions at the end…
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Hinge questions – working out what my students are thinking!
There are significant difficulties in measuring the learning of any student, primarily because “learning is invisible” (Didau & Rose, 2016, p. 100). We cannot see inside the head of a student and know what information they have retained or whether they have understood its deeper meaning; we do not have direct access to that long-term…
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Feedback to feed forward
Feedback for students is invaluable, but getting it right is a skill. We already use a variety of effective approaches at CRA, for example whole class feedback, verbal feedback, and dot marking. The Teaching and Learning Community agreed that useful feedback must be immediate (or as soon as lessons allow) and focussed to have the…
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Does EFA make a difference to every student?
Our learners come from over twenty different feeder Primary schools in a selective area. Some may have sat the 11-plus exam, some may have not, and many Year 7 students arrive with a range of educational needs diagnosed during primary education. From day one, we have a job to not only support academic progress but…
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Small changes making big differences
Imagine the difference it would make to students if every teacher and LSA committed to improving their lessons using evidence-based techniques. As you are following this blog, you will know that this is exactly what the staff at CRA have done and our journey continues with a focus on embedding formative assessment (EFA). EFA can…
Formative Assessment Journey 