Questions posed on student leadership and assessment to be answered with short term action research

2. What’s the point?
• Why do we want to increase student
accountability in the learning process?
• What are the benefits of engaging with
students as partners in learning?
• Where do we start?
• How do we do this?
• How do we do this even better?

3. Ofsted guidance on outstanding
features for teaching, learning and
assessment
• Staff generate high levels of enthusiasm
for participation in, and commitment to ,
learning
• Marking & constructive feedback from
staff is frequent and of a consistent
quality, leading to high levels of
engagement and interest

5. Do you expect to be taught?

6. Or do you expect to learn?

9. Marking
Ticks and crosses, mistakes highlighted, spellings, scores or
grades given
Assessment
Making a judgement about the marking and sharing it with
the pupils through feedback
Assessment for learning
Using marking, assessment and feedback to enable
children to manage their own learning.
For this to work pupils must be a integral to and part of the
assessment process.

10. Do this process
before giving
feedback. Plan
what feedback
you need to give.
It may be the
whole class has
had the same
issue. In which
case is it worth
writing the same
thing on
everybodys work.
This should
inform the type
of feedback you
giveWhether verbal or written this must be actionable and must ensue
pupils can make progress.
What are you asking them to do they couldn’t do before?
How are you expecting them to do this when they couldn’t before?
What does success look like?
This could be a set of differentiated tasks or simply re-teaching an area
the class has not understood followed by a task.
This should be the most
important section. If pupils don’t
do something with feedback
what s its point? This could be an
immediate response or in the
next piece of work
Have the pupils made
progress as a result of
your feedback?

11. grade B
Learning
objectives
• I can recall all of the colours for flame tests
• I can describe how to do a flame test
• I can evaluate the flame test technique.
To
progress
you
must……
Progress
box
Example
Pupil sticks this in book and then self/peer assesses the
task that has just been done and the learning that has
taken place.. This can take some training!!

12. grade B
Learning
objectives
• I can recall all of the colours for flame tests
• I can describe how to do a flame test
• I can evaluate the flame test technique.
To
progress
you
must……
Progress
box
Example
Teacher collects in books and assesses them as a
whole class.
1. Are there any systematic errors
2. Are there groups with the same issues

13. grade B
Learning
objectives
• I can recall all of the colours for flame tests
• I can describe how to do a flame test
• I can evaluate the flame test technique.
To
progress
you
must……
Read page 124 of the text book
Make a table showing all the positive points about the
technique and all the negatives. Do you think the technique
is useful or not? Why do you think this
Progress
box
Example
If there is an error or misconceptions from all then I will teach
that area again and set another task. If there are groups with
errors I will set differentiated tasks to help them make progress.
The pupils then start the next lesson by doing the task set in
there feedback. I will circulate round the class helping and
informally reassessing the work.

14. Next Steps
 Complete an action research plan
 In departments review your current practice
 Discuss and develop approaches that will ensure students engage in, and
play a MAJOR role in their learning.
What we require:
A presentation with examples/case studies which shows the impact of action
research
 How have students developed their leadership of learning skills?
 How has the change in practice affected the progress of your classes?
 How would you adapt your approaches to improve even further ?