Embedding Formative Assessment Briefing

The impact of teacher habit change on learner engagement, motivation and outcomes

Join us to discover how changing teachers’ formative assessment habits can increase motivation and student outcomes.

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In this briefing, we will discuss how SSAT’s Embedding Formative Assessment programme boosts learner engagement by preventing students ‘opting out’ in lessons. This, in turn, fosters success and enhances their motivation to achieve.

Building on over 20 years of research by Dylan Wiliam and Siobhan Leahy, this programme has shown to make a positive impact on student achievement and teacher behaviours.

In their 2019 study the Education Endowment Foundation found that learners made the equivalent of two months’ additional progress in their Attainment 8 GCSE score and learners in the lowest third for prior attainment made more progress than their classmates in the top third.

The two-year long programme is being rolled out in hundreds of schools nationwide, join us to find out of how you can implement the programme in your school.

The Programme Summary, which is available as a free download, outlines two main aspects of the programme, Content and Process.