Teachers' and students' roles in formative assessment

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What did teachers and students report?

Teachers involved in this research and development project reported that when compared with the responses teachers usually expected:

students gave longer responses during classroom discussion;
more students, and students covering a greater range of abilities, provided answers to teachers' oral questions;
students were more likely to respond to teachers' written feedback on their homework; and
students were motivated by peer assessment.

Teachers found that by increasing the time allowed for students to answer - the 'wait' time - they could be encouraged to make longer and better responses.

They also found that a 'no hands up' approach made it easier for them to involve a greater number of students and that all students learned to formulate a response.

The first question asked by the teacher in a lesson was important in setting the aims of the lesson and encouraging students to reflect on what they already knew. Open questions were more effective than closed questions which tended to call for memorised facts rather than encouraging students to think.

Students paid more attention to and were more likely to act on teachers' written feedback on their homework if grades were omitted. Students were involved in their own tracking of their responses to teachers' comments and this proved to be effective.

Students conducted peer assessment in groups which encouraged them to reflect on their own learning. They also found a particular and developed use of 'traffic lights' to be helpful in identifying areas for improvement.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Who was involved and what did they do? What gains did the students make and how were they measured? What did teachers and students report? How can we make questioning more effective? What sort of marking and grading really helps students' learning? How did teachers involve students in peer- and self-assessment? How did teachers make formative use of summative testing? How did teachers' practice change and what challenges remain? What are the implications of this research for practitioners? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Teachers' and students' roles in formative assessment This digest found in Assessment for Learning Send to a friend Word doc 80KB Printer friendly Collate for later What did teachers and students report? Teachers involved in this research and development project reported that when compared with the responses teachers usually expected: students gave longer responses during classroom discussion; more students, and students covering a greater range of abilities, provided answers to teachers' oral questions; students were more likely to respond to teachers' written feedback on their homework; and students were motivated by peer assessment. Teachers found that by increasing the time allowed for students to answer - the 'wait' time - they could be encouraged to make longer and better responses. They also found that a 'no hands up' approach made it easier for them to involve a greater number of students and that all students learned to formulate a response. The first question asked by the teacher in a lesson was important in setting the aims of the lesson and encouraging students to reflect on what they already knew. Open questions were more effective than closed questions which tended to call for memorised facts rather than encouraging students to think. Students paid more attention to and were more likely to act on teachers' written feedback on their homework if grades were omitted. Students were involved in their own tracking of their responses to teachers' comments and this proved to be effective. Students conducted peer assessment in groups which encouraged them to reflect on their own learning. They also found a particular and developed use of 'traffic lights' to be helpful in identifying areas for improvement.