Formative Assessment Principles to Assess Pupils’ Progression

Introduction

There are two categories of assessment: summative and formative. Summative assessment evaluates the outcomes of pupils’ learning. Formative assessment reflects the level of pupils’ understanding enabling the pupil and teacher to adjust and enhance the pupil’s learning experience. The majority of research supports the use of formative assessment advising that it results in “significant and often substantial” benefits, assists pupils become independent learners, and is “the most influential practice”. However, some believe that these claims are dubious due to the potentially biased and inconsistent limited pool of data referenced extensively in literature.

There are various ways in which pupils’ progression can be assessed and supported using formative assessment principles and I will discuss the following in more detail: improved questioning, feedback and pupil collaboration. I shall relate these to mathematics.

Improved Questioning

Pupils’ learning can be enhanced when teachers’ questions have clear objectives and all responses are valued. Well considered questions will engage pupils and provide a scaffold for experimentation and discussion ensuring active learning. Experimentation and incorrect answers are critical in mathematics as it displays evidence of pupils’ mathematical engagement and ability, i. e. enables the teacher to “unpack” the pupils’ mathematical concepts. However, teachers require high-quality pedagogy skills including deep subject and pupil knowledge to deliver effective questions and control the subsequent learning. To ensure encouragement of an enhanced pupil response, teachers must take care with their phrasing.

A “no hand up policy” during pupil questioning has demonstrated to be successful in ensuring more pupils remain active learners. By providing sufficient time for all pupils to think, more pupils are encouraged to respond including those with additional support needs. This allows the teacher and pupils to develop a more meaningful understanding of the pupils’ learning. This is particularly important in mathematics where typically there is a focus on learning as a community. However, unless questions are open-ended this could lead to some pupils becoming bored. Unfortunately, provision of increased think time conflicts with time pressure present during summative assessments. It can also reduce the pace of lessons increasing time pressure on delivery of the curriculum. Caution must be applied to ensure that this method is not just a “surface feature” but is applied appropriately to enable benefits.

Feedback

Historically, feedback in mathematics lessons was dominated by “right or wrong”. However, it has been identified that marking is not always beneficial to pupils as it can highlight underachievement and contribute to a self-defeating attitude, thus distract from any learning value. Teachers can improve pupils’ learning experience by eliminating grades and providing detailed feedback including; “what was well achieved, what wasn’t well achieved and how this could be improved”. This method engages more pupils to participate due to their increased ownership. However, interim grades are still requested by various external bodies who do not always fully understand the benefits of formative assessment. Whilst evidence suggests that feedback has enhanced pupil progression for simple tasks, it has not been as successful for complex tasks. This may be because teachers have limited time and discussion with pupils regarding feedback can be difficult to accommodate.

Pupil Collaboration

When teachers enable pupils to work collaboratively they provide pupils with “space” to think, share and explore their responses and difficulties. Working alongside their peers, pupils take a more active and positive ownership for their learning and are more likely to attempt challenging tasks. Group work also promotes development of interpersonal skills including respect and confidence. High pupil confidence helps ensure productive levels of learning. Pupil collaboration also leads to enhanced problem-solving skills, increased understanding and improved memory. As a result of improved motivation, participation increases, especially with lower ability groups. Collaboration also emphasises that quality of work is a shared effort gained through practice.

However, whilst techniques such as pupil collaboration are reported to deliver higher quality work, it has been identified that the quantity is often reduced. As some teachers are opposed to significant changes implementing group work in mathematics could be challenging as it is typically taught as a “formal” subject. When using collaboration techniques, teachers must apply caution to ensure that pupils work “as groups” and not just “in groups” and that adequate time is provided for discussion.

Conclusion

The above formative assessment techniques can be used to assess and support pupils’ progression. However, it is imperative that a positive and supportive ongoing relationship between teachers and pupils exists within a culture of success to effectively support these techniques.

Historically formative assessment techniques have not been used to teach mathematics yet the methods discussed above can deliver benefits to pupils learning as they enable time in the classroom for resolving problems. Some pupils may experience a “culture shock” to this method of learning but this can be mitigated by establishing routines. However, it is not adequate for teachers to simply apply the above techniques, teachers must fully embrace the “spirit” of formative assessment to enable effective results, i. e. truly understand and value the underlying pedagogy.