Teachers' and students' roles in formative assessment

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Assessment for Learning

What are the implications of this research for practitioners?

In completing this digest its authors began to ask the following questions about implications for practitioners:

Has formative assessment featured as an area for professional development in your department or school and should it do so?
Would it be helpful for teachers to try out 'comments only' marking in their feedback to students? What would parents and students need to know to feel confident about this?
Would pupils in your school benefit from greater involvement in formative assessment, for example, by undertaking peer marking?
How can best practice in questioning techniques be shared among teachers and support staff - would peer coaching be helpful?
Would it be helpful for teachers in your school or department to try out the 'traffic lights' strategy during revision?

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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 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 What are the implications of this research for practitioners? In completing this digest its authors began to ask the following questions about implications for practitioners: Has formative assessment featured as an area for professional development in your department or school and should it do so? Would it be helpful for teachers to try out 'comments only' marking in their feedback to students? What would parents and students need to know to feel confident about this? Would pupils in your school benefit from greater involvement in formative assessment, for example, by undertaking peer marking? How can best practice in questioning techniques be shared among teachers and support staff - would peer coaching be helpful? Would it be helpful for teachers in your school or department to try out the 'traffic lights' strategy during revision?