Teachers' and students' roles in formative assessment

This digest found in

Who was involved and what did they do?

Twelve science and twelve mathematics teachers, and, at a later stage, twelve teachers of English, from six comprehensive schools in two local authorities worked with a team from King's College, London. The project became known as the KMOFAP - King's Medway Oxford Formative Assessment Project. At the start of the project, in January 1999, researchers from King's College introduced the teachers to findings and suggestions highlighted by their earlier studies into formative assessment. The teachers used this evidence to help them to plan intervention strategies for development in their own classrooms. They selected their own target classes. Overall the research involved classes from years 7 to 11, including a complete range of ability sets.

Specific topics for classroom research included:

the use of questioning to promote classroom dialogue;
exploring the use of feedback and marking;
developing pupils' skills in peer- and self assessment, and
making formative use of summative tests

In order to develop their practice in these areas teachers undertook collaborative activities with researchers and others which included:

lesson observation and discussions to help teachers think critically and constructively about the changes they were making to their practice; and
a set of twelve one-day meetings of teachers, researchers and LEA officers to discuss progress, share ideas and introduce useful ideas from other research.

The reports summarised here are based on the classroom observations, the record of the one-day meetings and written reports made by nineteen of the teachers after the project had been running for eighteen months.

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Assessment for Learning > Teachers' and students' roles in formative assessment > Who was involved and what did they do?
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 find out more about 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 Who was involved and what did they do? Twelve science and twelve mathematics teachers, and, at a later stage, twelve teachers of English, from six comprehensive schools in two local authorities worked with a team from King's College, London. The project became known as the KMOFAP - King's Medway Oxford Formative Assessment Project. At the start of the project, in January 1999, researchers from King's College introduced the teachers to findings and suggestions highlighted by their earlier studies into formative assessment. The teachers used this evidence to help them to plan intervention strategies for development in their own classrooms. They selected their own target classes. Overall the research involved classes from years 7 to 11, including a complete range of ability sets. Specific topics for classroom research included: the use of questioning to promote classroom dialogue; exploring the use of feedback and marking; developing pupils' skills in peer- and self assessment, and making formative use of summative tests In order to develop their practice in these areas teachers undertook collaborative activities with researchers and others which included: lesson observation and discussions to help teachers think critically and constructively about the changes they were making to their practice; and a set of twelve one-day meetings of teachers, researchers and LEA officers to discuss progress, share ideas and introduce useful ideas from other research. The reports summarised here are based on the classroom observations, the record of the one-day meetings and written reports made by nineteen of the teachers after the project had been running for eighteen months.