Formative and summative assessment: A focus on
developing PGCE students’ skills to provide meaningful feedback
and judgements aiming to optimize pupil learning
Rationale 1 - AssessmentFurlong states that we need teachers who: take a sharper focus on the needs of individual
learners, including helping them in ‘learning how to learn’.
evaluate and use different sorts of evidence relevant to the improvement of practiceThe Donaldson review recommends:
A much greater emphasis on teacher led assessment than at presentDonaldson states that teachers will require:
a deep and secure understanding of the roles of both formative and summative assessment
Rationale 2 - StructureFurlong observes that the best ITE programmes internationally: develop strong links between theory and
practice establish strong links between ITE and CPD of
teachers in schools The Annual Estyn Report 2012 -13 identifies as
a target for ITE: consistency in quality of provision for students
Aim 1 – PGCE Students
Subjects offered: English, Maths, Welsh, MFL, History, Geography
To develop assessment and feedback strategies amongst PGCE students
To reinforce the crucial role of assessment and feedback in raising standards
To develop consistency of PGCE student experience across schools through two twilight opportunities, filming evidence and student/teacher contribution to Lead Lecture at University
Aim 2 – Learners Improved understanding of their
progress Clear understanding of how to
develop their learning further Dialogue between pupil and
teacher – culture of open discussion to promote learning
Aim 3 – Teachers
To offer school-based professionals additional CPD opportunities
To access new ideas To access latest research on formative and summative
assessment To provide opportunities to critically reflect on current practice
Structure – PTE 1 Develop understanding of high-quality formative feedback –
school policies, procedures, examples of best practice Provide written formative assessment to target KS3 class over
the course of PTE 1 Discuss written feedback verbally with selected learners
covering a range of abilities (filming week beginning 23/11/2015)
Clarify pupil understanding and promote ownership of learning process
Disseminate best practice between students in different ITE schools – PTE1 Twilight Event (week beginning 07/12/2015)
Structure – PTE 2 Build on skills developed and feedback gained from PTE 1
and University Focus on KS3 and KS4 Further develop skills in formative assessment Develop understanding of NC levels at KS3 and external
assessment criteria at KS4 Begin to make summative judgements with selected
learners from different abilities (filming week beginning 25/04/2016)
Disseminate best practice between students in different ITE schools through end of placement PTE Twilight Event (week beginning 16/05/2015)
Success Criteria PGCE students consistently
demonstrate sound understanding of role of assessment on a school and national level
Range of assessment strategies developed and evaluated
Creation of filmed resource Students engage in Twilight
Events
Evaluation PGCE student voice – University-led focus
group Quality of student feedback and target-
setting with learners – subject/senior mentors to monitor
Formative (interim) and summative (end of placement) reports
Student perceptions of and progress towards QTS standards – University pre and post placement audits
Thank you for listeningDiolch am wrando