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Formative assessment
- Principal focus of the project
This project investigated how a slimmed down curriculum that focussed on mastery could improve the classroom attitudes and performance of GCSE Maths resit students.
Areas of learningModified: January 2021Created: January 2021 - Principal focus of the project
The overall aim of the projects was to develop innovative and creative approaches to delivering English, maths and ESOL in order to increase learner motivation, achievement and progression in life and work.
Areas of learningModified: January 2021Created: April 2015 - Principal focus of the project
This expansive ETF programme focussed on exploring outstanding teaching, learning and assessment in regard to attainment, retention and progression.
Areas of learningModified: December 2020Created: October 2018 - Principal focus of the project
The project explored different technologies including iPods, Android mobile, iPad Pro, Planet e-Stream, Office 365 OneDrive and OneNote, Moodle and Kaizena. The maths teachers were provided with equipment and training, so they could produce sample digital feedback in their own way. After evaluating this with learners, teachers provided digital feedback in a baseline diagnostic test, at least one piece of homework and an end of topic test. The e-ambassadors supported teachers and learners in their use of hardware and software.
Areas of learningModified: September 2020Created: November 2018 - Principal focus of the project
In order to define the scale of the challenge, the project partners conducted baseline research to find out how learners received and interpreted written feedback. Project leads established control groups, which continued to receive feedback in the traditional way, whilst other groups of learners received feedback using at least one of the digital tools. Across the span of the project, each group received at least two formative assessments and one summative assessment.
Areas of learningModified: September 2020Created: November 2018 - Principal focus of the project
The project focused on mentoring, CPD, training, workshops, and other support to allow participants to see the bigger picture and challenges. The project also used RARPA (recognising and recording progress and achievment), peer pairs with observations and professional conversation to highlight good practice and further areas for development.
Areas of learningModified: September 2020Created: March 2019 - Principal focus of the project
The project focused on a group coaching initiative, introducing peer coaching around pedagogy, and using cross-team and cross-organisation groups in order to broaden knowledge and experience and support peer learning.
Areas of learningModified: September 2020Created: March 2019 - Principal focus of the project
The project's objectives were to promote the use of evidence in teaching, use the Professional Standards for FE teachers for tutor self-assessment, and pilot peer visits to promote best practice. The project followed a rolling cycle of ‘reflect, do and then review’. Activities undertaken included: exploration of evidence-based practice, peer visits and feedback, JPD and action planning sessions, supportive conversations, and feedback from peer visits and planning sessions.
Areas of learningModified: September 2020Created: March 2019 - Principal focus of the project
The project worked through a multi-member partnership including employers and practitioner to develo of employer-led training models deliver improved retention, satisfaction and learner outcomes. the report focussed particularly on measures of skill development . the project also explored if English & Maths can be delivered with better results as a fully online programme within Apprenticeship Standards.
Modified: September 2020Created: March 2019 - Principal focus of the project
This project used the expertise of three teacher trainers who implemented approaches based on peer review and lesson study techniques to developing confidence among trainers of Construction students, and exploring the impact of more active learning and assessment strategies.
Areas of learningModified: September 2020Created: March 2019