SSAT Embedding Formative Assessment is a two-year professional development pack suitable for all primary, secondary schools and colleges that contains all the materials you need for launching and running 18 monthly teacher learning communities (TLCs).
We have been working with Dylan Wiliam for over 15 years on introducing the Embedding Formative Assessment programme into schools. Over the last three years we have worked closely in supporting schools to effectively implement the programme through the SSAT and Education Endowment Foundation (EEF) EFA project. Our expertise will ensure that the programme is effective in improving student outcomes, fostering a positive change in school culture, teacher practice and student engagement and responsiveness.
SSAT Embedding Formative Assessment Resource
SSAT Embedding Formative Assessment Support
SSAT Embedding Formative Assessment Project
EFA can help you achieve the following outcomes:
- Improved Student Achievement, with an average of +2 months progress as demonstrated in the EEF EFA evaluation report
- 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
Hear from schools already making a difference with formative assessment
Read about Embedding Formative Assessment in our blog posts:
Read about schools who have implemented Embedding Formative Assessment in these case studies:
Walton-Le-Dale Primary School – Embedding Formative Assessment
Walton-Le-Dale Primary School
Peter Richardson, deputy headteacher, Walton-Le-Dale Primary School, explains how they applied Dylan Wiliam’s approaches and the Embedding Formative Assessment toolkit
Ricards Lodge High School – Inspiring leaders of learning
Ricards Lodge High School
Assistant head Annabel Taylor reports on one outcome of the EFA programme at Ricards Lodge High School: ten staff members aspiring to become leaders of learning.
Sir William Borlase School – Increasing Reflection
Sir William Borlase School
Jenny Hopper writes, Sir William Borlase’s Grammar School is one of 70 active participants in the EFA project. One key factor in formative assessment is to allow pupils more time to reflect on their learning and take appropriate action.
Skipton Girls High School – Empowering through formative assessment
Skipton Girls’ High School
Claire Black, Curriculum Leader, Biology with TLR3 for teaching and learning, Skipton Girls’ High School, shows how formative assessment can inspire staff and students alike.
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