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Enhancing Learning and Teaching through Formative Assessment and Pupil Voice

Join us as we share our experience participating in Shirley Clarke's Action Research Team and how it has helped us develop formative assessment practices and promote pupil voice. Learn about the impact it has had on our classrooms and the collaboration involved.

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Enhancing Learning and Teaching through Formative Assessment and Pupil Voice

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  1. Developing Formative Assessment & Pupil Voice through participation in Shirley Clarke’s Action Research Team South East Improvement Collaborative Conference Eilidh Todd & Lynsey Binnie Lasswade Primary School, Midlothian

  2. School Context • Lasswade Primary School is a non-denominational school in Midlothian • School roll is currently 430 pupils with a 30/30 nursery • 15 classes • FSME & number of pupils in SIMD 1 & 2 are significantly below the national average

  3. What did we do & why? • Took part in Action Research Project as part of Shirley Clarke’s Research Team • Both focused on a specific area of formative assessment and how to use this to enhance learning and teaching • Worked collaboratively with Local Authority colleagues • Worked together in our own school context to link our research with Visible Learning & promoting Learner Participation through a ‘Junior Leadership Team’ • Aims – to enhance Learning & Teaching through Formative Assessment and promote Pupil Voice

  4. How did this project look in our classrooms? • Each trialed things in our classrooms, engaging in reflective dialogue throughout & sharing successes and challenges with Local Authority colleagues • Chose one area of particular focus that we wanted to develop based on the needs of our learners/school • These were Talk Partners and Learning Culture

  5. Talk Partners • Co-constructed success criteria • Enhanced listening and talking skills • Changed each week • Random Pairings • Compliments

  6. Learning Culture • Mixed Ability Groupings • Growth Mindset • Removal of Reward Systems • Learner Dispositions • Language of Learning linked to Learning Intentions & Success Criteria

  7. Creating Magic through Collaboration

  8. Creating Magic through Collaboration

  9. Junior Leadership Team

  10. Junior Leadership Team • Group of children from across the school (P3 – P7) who meet every 6 weeks to make positive changes in our school linked to our School Improvement Plan • Using How Good Is Our School (Junior Edition of HGIOS) • Focus on Theme 2 – How Good is our Learning & Teaching? • Group have carried out data collection & analysis, done self-evaluation work using challenge questions & used this evidence to make changes in our school • This has all linked back to reading & research associated with being part of Shirley Clarke’s Action Research Team

  11. Junior Leadership Team • Example – Learning Intentions • From data, staff identified this as an area for improvement • Pupils were surveyed (see staff and pupil data on next slide) • Pupils selected the language to be used across the school • Also came up with a bank of ideas of how to share LIs in exciting ways

  12. Measurement & Impact

  13. Any questions? Follow us on twitter @lasswadeps

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