This course will use evidence-based research to develop, and embed, formative assessment strategies.

In this course we will:
- develop an understanding of the formative assessment process;
- review current thinking/research/key messages regarding teaching and learning;
- consider how effective formative assessment leads to changes in 'long-term' memory and learning;
- consider how effective formative assessment leads pupils to develop deep knowledge and understanding; and
- consider the next steps for embedding effective formative assessment within your class.

This course is aimed at first or second year ECTs and will focus on Formative Assessment - both culture and practice. It will be based upon the work of many leading names in formative assessment including Shirley Clarke, Rosenshine and Dylan Wiliams, and will develop many of the ideas that have been presented in their work. We will consider how effective formative assessment is the key to developing children's learning and independence.

The content of the day will include:
• current research findings;
• an overview of the key elements of formative assessment;
• embedding formative assessment practices in the classroom;
• developing an understanding of The Formative Assessment Jigsaw;
• a learning culture that supports formative assessment (self-efficacy, metacognition and the implications of cognitive science);
• the importance of clear learning objectives and success criteria;
• children as learning resources for one another (talk partners and peer learning);
• prior knowledge and the use of questions to assess student understanding; and
• feedback which is acted upon, and impacts on learning (in-lesson verbal having more impact than post-lesson marking).

Throughout the day, there will be opportunities for discussion, reflection and tasks. Handouts will include selected resources.

This course is ideal for ECTs who want to develop their thinking and understanding of formative assessment and how to implement strategies into their classroom practice. The course is split into two half day sessions to allow time for reflection and the chance to try out some of the strategies discussed.