Foundations of Formative Assessment

Video Script

Welcome to Module 1 of Effective Assessment Strategies for NQTs. I’m here to help you build solid foundations in formative assessment – one of the most powerful tools you have for improving student learning.

[SHOW SLIDE: Module Overview]

As a newly qualified teacher, you’ve probably discovered that assessment feels overwhelming. You’re not alone – research shows that NQTs are often surprised by the assessment workload and identify feedback skills as a key development area during their first year.

But here’s the good news: when done well, formative assessment can transform your teaching and your pupils’ learning. The Education Endowment Foundation’s research shows that effective formative assessment can add two additional months of progress for students.

[SHOW SLIDE: What is Formative Assessment?]

So what exactly is formative assessment? Think of it as your teaching GPS – it tells you where your pupils are right now, where they need to go, and helps you adjust your route accordingly. Unlike summative assessment, which measures what pupils have learned at the end of a unit, formative assessment happens during learning to inform your next steps.

[SHOW SLIDE: Five Key Strategies]

Research identifies five key formative assessment strategies that every NQT should master:

First, clarifying learning intentions and success criteria. Your pupils need to know exactly what they’re aiming for and what success looks like.

Second, using classroom discussions and tasks to gather evidence of learning. This isn’t just about questioning – it’s about creating opportunities to see inside your pupils’ thinking.

Third, encouraging peer support and peer assessment. When pupils help each other, they’re also helping themselves understand the success criteria.

Fourth, empowering student ownership of their learning through self-assessment and reflection.

And fifth, providing effective feedback that closes the gap between where pupils are and where you want them to be.

[CUT TO EXAMPLE]

Let me show you what this looks like in practice. Imagine you’re teaching Year 4 about persuasive writing. Your learning intention might be: ‘To write a persuasive letter using convincing arguments.’ Your success criteria could include: ‘I can state my opinion clearly,’ ‘I can give three reasons with examples,’ and ‘I can use persuasive language.’

During the lesson, you might use mini whiteboards to check understanding, observe pupils discussing their ideas in pairs, and provide specific feedback like: ‘Your first reason is convincing because you included that example about the playground. Now try strengthening your second reason with a specific example too.’

[SHOW SLIDE: Common Misconceptions]

Before we finish, let’s tackle some common misconceptions. First, formative assessment doesn’t always need to be graded – in fact, research shows that grading formative work can actually harm learning by shifting focus from improvement to performance.

Second, effective assessment doesn’t mean more marking. Ofsted recognises that schools should decide their own assessment policies to be both effective and efficient.

And third, formative assessment isn’t just about identifying what’s wrong – it’s about building on what pupils can do and helping them take the next step forward.

In our next module, we’ll explore how to give feedback that really makes a difference and how to use assessment data effectively. For now, focus on establishing those clear learning intentions and success criteria – they’re the foundation everything else builds on.

Reading

Understanding Formative Assessment in Primary Classrooms

Formative assessment represents one of the most evidence-backed approaches to improving pupil outcomes. The EEF’s Embedding Formative Assessment programme showed students made two additional months’ progress on GCSE Attainment 8 scores with very high security rating, demonstrating its significant impact on learning.

The Five Key Formative Assessment Strategies

Research has identified five core strategies that underpin effective formative assessment:

1. Clarifying Learning Intentions and Success Criteria

Pupils cannot hit a target they cannot see. Clear learning intentions answer the question “What are we learning?” while success criteria answer “How will we know we’ve learned it?” These should be:

• Written in child-friendly language
• Specific and measurable
• Co-constructed with pupils where appropriate
• Visible throughout the lesson

2. Using Discussions and Tasks to Gather Evidence

This involves creating structured opportunities to observe pupil thinking through:

• Strategic questioning techniques
• Mini whiteboards and response systems
• Think-pair-share activities
• Exit tickets and quick checks

3. Encouraging Peer Support

When pupils assess each other’s work against success criteria, they deepen their own understanding of the learning goals. Effective peer assessment requires:

• Clear protocols and sentence starters
• Modelling of constructive feedback
• Regular practice with low-stakes activities

4. Empowering Student Ownership

Self-assessment develops metacognitive skills and learner independence. Pupils should regularly:

• Reflect on their progress against success criteria
• Identify their next steps for improvement
• Set personal learning goals

5. Providing Effective Feedback

Feedback appears particularly effective at primary level (+7 months progress), but feedback studies show very high effects on learning but also high variability – some studies show feedback can have negative effects and make things worse. Effective feedback should:

• Focus on the task, not the person
• Be specific and actionable
• Close the gap between current and desired performance

Formative vs Summative Assessment

| Aspect | Formative Assessment | Summative Assessment | |——–|———————|———————-| | Purpose | To improve learning during instruction | To measure learning at end of instruction | | Timing | Ongoing, during lessons | At conclusion of units/terms | | Stakes | Low stakes, for learning | Higher stakes, for reporting | | Feedback | Immediate and descriptive | Often delayed and evaluative |

Planning Daily Assessment Checks

The statutory framework requires formative assessment as ongoing checks to inform teaching, including quizzes, marking work, and observing practical tasks. Consider building these checks into every lesson:

• Lesson Start: Quick review of prior learning
• During Teaching: Regular questioning and mini-tasks
• Mid-Lesson: Pause points to check understanding
• Lesson End: Exit tickets or reflection activities

> Key Point: Grading formative assessments shifts focus from learning to performance and discourages risk-taking; descriptive feedback is more effective than grades for improving understanding and motivation

Avoiding Common Misconceptions

Misconception 1: “More assessment equals better teaching” Reality: Quality trumps quantity. Ofsted recognises marking and feedback as important but does not expect specific frequency, type or volume – schools decide through assessment policy to be effective and efficient

Misconception 2: “Formative assessment must always be written” Reality: Verbal feedback, observations, and digital tools can be equally effective

Misconception 3: “Assessment is separate from teaching” Reality: The most effective assessment is seamlessly integrated into instruction

Activity

Creating Learning Intentions and Success Criteria

Time Required: 8 minutes

Your Task: Choose a lesson you’ll be teaching this week and develop clear learning intentions and success criteria following the principles covered in this module.

Step 1 (2 minutes): Select your lesson and identify the key learning objective from your planning.

Step 2 (3 minutes): Write a learning intention that:

• Uses child-friendly language appropriate for your year group
• Clearly states what pupils will learn (not what they will do)
• Focuses on one main learning goal

Step 3 (3 minutes): Create 2-3 success criteria that:

• Break down the learning intention into specific, observable behaviours
• Use “I can…” statements
• Are written in language your pupils will understand
• Could realistically be used for peer or self-assessment

Example Framework:

• Learning Intention: “To [action verb] [content] [context]”
• Success Criteria: “I can [specific skill/knowledge]…”

Expected Outcome: You will have one set of learning intentions and success criteria ready to use in your classroom, designed according to evidence-based principles that support effective formative assessment.

Reflection: Consider how these will be displayed and referenced throughout your lesson. How might you involve pupils in assessing their progress against these criteria?