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Defined by Wiliam and Black as “activities undertaken by teachers…which provides information to be used as feedback to modify teaching and learning” (Black & Wiliam 2010, p. 82), assessment is considered to be vital for pupil progress (TS6 and TS2). However, it can also provide opportunities for teachers to encourage and motivate learners to succeed, both academically and socially.

Formative assessment can also provide opportunity for teachers to encourage and motivate learners. For example, once a topic has been introduced, a teacher can engage students in an open discussion to determine how pupils can progress in their learning (TS6 and TS2). As strategies such as this also promote the development of higher-order thinking skills, which are typically required for high GCSE grades, pupils are encouraged to succeed academically. Furthermore, and through the use of character sheets, students can be prompted to think empathetically about both sides of the debate. As this helps students to cultivate a flexible mind-set and become more understanding of other people’s views, pupils are also being helped to succeed socially.

Conducting frequent summative assessments, and using them to motivate learners to succeed, can lead to students becoming demotivated and disengaged (Harlen 2007; Hendrick et al. 2017). However, if end-of-topic tests are required, demotivation can be avoided by allowing the students to conduct the test as both open and closed-book. Within the first half of the lesson, pupils attempt the test under exam conditions; this helps the teacher to identify what pupils know and understand, and to determine where progress can be made (TS6). For the remainder of the lesson, pupils are then allowed to use a different colour pen and amend their test using information from textbooks and other resources.

There are many benefits to using assessments in this manner. Firstly, by allowing pupils the opportunity to alter their work, the tests are not considered to be ‘high-stakes’ (Trotter 2006). As such, students do not lose motivation with studying the subject and are encouraged to succeed academically (ibid.). Secondly, as pupils are given marks for both the open and closed-test, they are able to clearly see the grade that they could achieve with further revision (TS2); this can help motivate students to take responsibility for their learning, and thus help them to improve. Finally, by identifying gaps in their knowledge, pupils are able to focus their revision on the weakest aspects of that subject. As this can encourage students to develop skills such as: time-management; prioritising work-load; and self-evaluation, summative assessment can be used to promote social success.

Allowing time for pupils to reflect and respond to feedback from assessments is similarly important for pupils’ academic and social success (TS6). As a trainee teacher, the incorporation of this aspect into my practice needs to be improved. However, when I have prompted my pupils to respond to feedback, they have engaged with the process and have reflected upon how to improve their learning. As Roorda et al. (2011) highlight, this engagement stems from forming positive relationships with the students that are rooted in mutual respect (TS1). If the students trust that it is within their best interest to action the feedback that has been provided, they will be more likely to engage in activities that will help them to succeed.

References:

Black, P. & Wiliam, D., 2010. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 92(1), pp.81–90. Available at: https://doi.org/10.1177/003172171009200119Link opens in a new window.

Harlen, W., 2007. Assessment of Learning, SAGE Publications. Available at: https://books.google.co.uk/books?id=4j8mGC5cLVUCLink opens in a new window.

Hendrick, C., Macpherson, R. & Caviglioli, O., 2017. What Does this Look Like in the Classroom?: Bridging the Gap Between Research and Practice, John Catt Educational Limited. Available at: https://books.google.co.uk/books?id=ufgzswEACAAJLink opens in a new window.

Roorda, D.L. et al., 2011. 'The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach.' Review of Educational Research, 81(4), pp.493–529. Available at: https://doi.org/10.3102/0034654311421793Link opens in a new window.

Trotter, E., 2006. 'Student perceptions of continuous summative assessment.' Assessment & Evaluation in Higher Education, 31(5), pp.505–521. Available at: https://doi.org/10.1080/02602930600679506Link opens in a new window.