Embedding Formative Assessment (EFA) resource and support

SSAT Embedding Formative Assessment is a two-year professional development pack for all schools and colleges that contains all the materials you need for launching and running a professional development day, along with 18 monthly follow-up teacher learning communities (TLC’s).

We’ve been working with Dylan Wiliam for over 15 years on introducing the Embedding Formative Assessment programme into schools. We now offer additional support to schools implementing the resource using our expertise gained through the SSAT and Education Endowment Foundation (EEF) EFA project involving 70 schools. This support will ensure that the programme is effective in to a positive change in school culture, teacher practice and student engagement and responsiveness.

SSAT Embedding Formative Assessment Resource

SSAT Embedding Formative Assessment Support

EFA can help you achieve the following outcomes:

  • Improved student achievement. Feedback, metacognition and self regulation are at the top of the EEF’s teaching and learning toolkit for impact, with up to eight months of progress gained
  • Changing to a culture where teachers and students collaborate and develop a stronger sense of community, supporting each other to refine their practice
  • Improvements in teachers’ practice, impacting on learners
  • Teachers gaining ownership over their learning through the choice, flexibility and support the programme gives them
  • Teachers gaining confidence to take risks in a supportive environment, adapting ideas and responding more effectively to learner feedback
  • Move learning forward through meaningful feedback that students respond to
  • Engage and empower students to be owners of their own learning and support each other to progress

Read more about SSAT and EEF’s EFA project

Hear from schools already making a difference with formative assessment

Students are no longer talking about numbers, levels and their specific target grade. They have an understanding about what they need to do specifically in terms of knowledge and/or skills. They do not have a ceiling on their achievement and through the use of formative assessment can fulfil their potential.
Rich Gummery, Senior Assistant Headteacher, Smestow School

Our teacher community relationships have developed in the sense that they have created an honest, pragmatic and critical discourse between the members of staff. The teachers are being challenged and questioned on the real impact that the strategies are having on the progress of learners. This has led to staff becoming more self-evaluative of their teaching practice.
Stuart Rawle, Assistant Headteacher, Longfield Academy of Sport

The data on our marking reviews show that over 90% of formative feedback is good or outstanding. Lesson evaluation at academy data has also shown that students’ progress over time has improved. This was born out by the recent progress 8 data for the academy which was the best in Northamptonshire.
Nick Salisbury, Vice Principal, Sir Christopher Hatton Academy

When we asked what the best thing about our school was, our students said, ‘I think our school is better this year’ and when we asked why; ‘The lessons seem better structured… they help us because they know what it is we’re doing and how to help us.
Angela Wallace, Assistant Vice Principal, Green Springs Academy