Case Study – Tor Emberson – Science Teacher
Structuring formative assessment to facilitate students ownership of progress
How did you come up with this Action Research title?
“As part of my continual CPD I organised a learning walk across other curriculum areas to see how other members of staff were collating assessment throughout the entire duration of the course…..this gave me ideas for developing the strategies we have in place in our department”
What do you personally hope to get from carrying out the action research?
“…develop our students independent enquirer skills…more efficient use of our feedback…ultimately to improve the use of lesson time.”
How have you found action research?
“I really enjoy Action Research, it gives me a reason to do some targeted reading to improve my own practice and trial ideas from the masses of pedagogy that is out there.”
For a full list of the Action Research areas that are being carried out on Assessment at Tor Bridge High please read on –
Sam Allen: Does self-assessment improve attainment in maths?
Sarah Bridge: Whole class feedback with a focus on ‘My Response Is’.
Jen Claxton: Using assessment folders to track assessment and feedback.
Jo Dyer: Assessing the value of peer assessment in improving attainment in Maths.
Donna Taylor & Donna Nelson: Immediate feedback with touchdown tables.
Amee Hole: Assessing different forms of verbal feedback as a means of assessing progress
Lisa Moore: Does withholding assessment grades improve pupil response to feedback?
Wayne Riley: Reducing marking workload and increasing impact in maths.
Amy Warmington: Assessing the value of peer assessment in improving attainment in Maths.
James Thomas: Does withholding assessment grades improve pupil response to feedback in GCSE History?
James Westhead – Low Risk Assessment.