Assessments can be used both as formative and summative assessments. What distinguishes them is what is done with the assessment.

The teacher administers a test and records the students’ performance. If nothing else is done with the assessment, this is a summative assessment, not a formative assessment. However, the results of the test can give the teacher clues that he can use to guide the students’ progress and where further support is needed. In this way, the same assessment can serve as both a summative assessment (indicating the students’ progress in specific aspects of the learning process) and a formative assessment (indicating the next steps in the teaching and learning process). Some assessment methods may be appropriate for use in formative assessment, while others are more useful for summative assessment.

• Anyone, teacher, student, or peer, can use formative assessment and provide formative feedback.
• The focus of a formative assessment is on the decisions made following it.
• It increases the likelihood of success and learning if decisions about the next steps in the process are based on indicators of success or status.
• Formative assessment is useful in all subjects.
• Teachers and students must know what students are supposed to learn in order to know what indicators indicate that learning has occurred and, on that basis, make decisions about the next steps in the process.
• The fact is that students do not always learn what they are taught, and therefore it is important for teachers to know ways to get clues about what they learned to base the next steps in the learning process on.

(in the definition of Black and Williams)

Video | What Makes Great Teaching?

Video duration: 47 minutes.

About the video

In the video, John Hattie and Pasi Sahlberg answer questions in a discussion about school issues under the title: What is good teaching?

Proposal for work with the content of the video.

What attracts the most attention in the discussion about the characteristics of good teachers?

After watching the video, discussion groups of 3-6 people could be formed and discuss the content of the video. Each group selects and writes on three sheets of paper as many points as the participants find important to characterize teachers in their school. Next, they need to define how the characteristics are visible. The points do not have to be exclusively related to the video.

Example:

• A teacher needs to be well prepared before the lesson begins.
• Criteria for success: The lesson plan is available and is based on the competence standards of the National Curriculum and the status of the students. Objectives and criteria for success are defined. All tasks and materials that will be used are accessible and ready for use at the beginning of the lesson.
  When all groups have selected and listed the three things they think are most important about the characteristics of good teachers, all suggestions are presented and discussed. Finally, the group of teachers agrees on a few suggestions (e.g. three to five), which should characterize the work of the school’s teachers. These goals and criteria need to be visible and accessible to all teachers. The criteria for good teachers can be used in school development, professional development conversations, internal school evaluations, peer support, etc.

The result of the work:

• Three to five suggestions that teachers have chosen and are supposed to characterize a good teacher.
• Suggestions made available to all teachers.

Video | How Great Leaders Inspire Action.

Video duration: 19 minutes.

About the video

Simon Sinek discusses how good leaders can use the „golden circle“ and the question „why?“

Suggested work after watching the video.

After viewing, discussion groups of 3-6 people could be formed.

Discussion in groups:

The Golden Circle worksheet for printing.

• Can the golden circle be applied to the work of teachers, and if so, how?
• How important is it for a teacher to be aware of why they are a teacher, why students come to school, and why they come to the teacher’s class?
• What is the difference between a teacher knowing why he does what he does and knowing what he is doing?
• Do participants give examples? Are they always aware of why they do what they do?
• The group can agree on how to ensure that the Golden Circle philosophy has a greater impact on teaching methods, student learning activities, school work as a whole, and how this work can continue.

When planning an effective lesson, it is important that the learning objectives and goals are clear to the teacher and students, and that the introduction, student work, and lesson summary are clear in order to achieve the lesson objectives.

Here is a link to a lesson plan that can be useful when planning a lesson.

What are the important aspects of a teacher’s job?

You can download a checklist for teacher self-assessment here.

Self-assessment is when a student critically evaluates their own work in light of the competency standards that exist for a project they are working on. Self-assessment can take place while working on a project or at the end of a course. It can also be linked to peer assessment. Self-assessment is more than just giving yourself a grade for a project. It involves thinking about yourself as a student. This needs to be learned and is a skill that needs to be trained. Peer assessment or peer assessment also needs to be learned and trained. For it to serve its purpose, students need to learn how to give constructive feedback, otherwise the assessment can be more of a hindrance than a stimulus. One way to build trust between students is to have study partners, either two or more, who are the group that the student seeks out and works with during the peer assessment.

Self-assessment and peer assessment related to goals is considered one of the most important aspects of mentoring evaluation.

It is important to discuss the student’s progress with them and ask the right questions in order to be able to respond to their situation and provide feedback, in the future, that will be most useful to the student in achieving their learning goals. Effective and high-quality feedback is provided in a timely manner during the learning process, consistently and consistently. It is specific and focused on the subject and its solution process. It is clear and constructive and helps the student understand where they are in relation to learning goals and criteria and includes ways for the student to achieve success.

Video | Formative assessment overview.

Video duration: 01:41 minutes.

About the video

The video is a simple description of formative assessment and how students should be the ones doing the most work in class. The material could be a good trigger for discussions among teachers about why formative assessment/learning is important and how teachers can promote increased student participation in their learning.

Video | James Nottingham’s Learning Pit.

Video duration: 2:09 minutes.

About the video

The video discusses James Nottingham’s learning pit, an understanding of which can help teachers enhance students’ learning awareness.

Student-led interviews with guardians

The main purpose of guided assessment or guided learning is independent and responsible students who are driven by intrinsic motivation, which increases the likelihood of their success in their studies. Student-led interviews with guardians can be very empowering and highlight students’ influence and responsibility for their own learning.

Organization of student-led interviews

The organization of student-led interviews with guardians naturally takes into account the development and experience of the students. The interviews need to be well prepared so that all students are clear about what is expected of them. It may be sufficient for the youngest students to introduce one or two focus areas in the program, e.g. literacy and communication. With each year, more subjects and/or focus areas can be added. Discussions between students and teachers about what should characterize a good interview are necessary, but criteria for an interview with guardians could be prepared as a result. Students should sign the meeting invitation to the guardians themselves, be given the opportunity to select appropriate documents to show at the meeting, and prepare the presentation, e.g. with a classmate. All documents need to be available before the meeting and the goals and organization of the meeting have been reviewed.

The purpose of the meeting could be for the student to explain to their guardians the goals the child is aiming for, where they are in a particular subject/s or focus areas, and what they need to do to bridge the gap between them. The teacher pauses during the student’s presentation, intervening only if necessary and answering questions directed at them. The guardians have the opportunity to ask the child about their studies, see examples of progress, and discuss issues. The guardians may be able to suggest solutions to the child that could include help at home. The student can also walk with their guardians around the room or school to show them more tasks.

Once the student’s presentation is complete, the teacher takes over. As students mature and gain experience, more subjects and focus areas are added, but the teacher’s role is primarily to prepare students for a meaningful conversation and to be present at the meeting.

In progress – Text coming here

Nanna Kristin Christiansen. (2021). Guided learning. Why, how, what? Reykjavík. Nanna Kristín Christiansen Wiliam, D. og Leahy, S. (2015). Embedding Formative Assessment. West Palm Beach: Learning Sciences International.

5 Practical Techniques for Embedding Formative Assessment

Video | Developing a Growth Mindset

Carol Dweck

Video duration: 09:37 minutes.

About the video

Carol Dweck answers the question of whether we should use the word gifted or smart when talking to children. She also discusses her work on building a mindset and the power of the word „yet“ in helping students succeed in and outside of the classroom.

Video for students | Growth mindset

Video duration: 02:35 minutes.

About the video

A video about mindset for students and the value of not giving up.

The video/cartoon is in English, but you can choose to receive Icelandic subtitles by:

1 turn on subtitles at the bottom of the video.

2 select the wheel at the bottom of the video. Select subtitles – select auto-translate, select Icelandic.

Video for Students | The Truth About the Brain, Learning, and Growth Mindset

Cartoon in English but you can choose to get Icelandic subtitles[ABÓ1].

Video duration: 03:12 minutes.

About the video

A cartoon character takes viewers through what happens in the brain when it learns.

The video/cartoon is in English, but you can choose to receive Icelandic subtitles by:

1 turn on subtitles at the bottom of the video.

2 select the wheel at the bottom of the video. Select subtitles – select auto-translate, select Icelandic.

Video | Study companions – The teacher’s experience

Video duration: 01:22 minutes.

About the video

A junior high school teacher describes how he uses study partners to help students discuss their ideas.

Video | The Jigsaw Method

Video duration: 06:23 minutes.

About the video

The puzzle method is described, but the method is designed to encourage increased participation in collaborative projects and result in better learning.

Even more information about the puzzle method can be found here.

An important aspect of teaching is knowing how to ask questions. Here are questions that Will Ord, an expert in the philosophy of education, recommends using in learning and teaching.

Explanation (surface)

• Can you explain this?
• What do you mean by …?
• Can you give me an example of …?
• How is this useful?
• Does anyone have a question about this idea?

Reasons and evidence

• Why do you think this?
• How do we know that?
• What are your arguments?
• Do you have evidence for …?
• Can you justify this opinion?

Consequences

• What would be the consequences of that?
• How could you check if this is true?
• How can we continue to work on this?
• Is this opinion consistent with what was said above?

View other perspectives

• Can you put this in another way?
• Is there another opinion?
• What if someone said…?
• What is the difference between this opinion and …?
• What would someone who had a different opinion than you say?

The no hands up method is widely used in guided learning to encourage all students to think about a specific issue or question. All teachers recognize that most of the time it is the same students who raise their hands to answer their questions. The other students in the class know this too and do not take the questions personally, there are others who answer them anyway.

The goal of the no hands up method is to get all students to think about a question or topic that is posed. Students are then given, for example, 30-60 seconds to think about it or, for example, 2 minutes to discuss with their study partner and find a solution to the topic. After the discussion and reflection period, a student’s name is drawn and the person drawn is asked to give their answer. If the person asked to answer does not know the answer or does not trust themselves to answer, they can request to talk to a friend (discuss the question with their seatmate) or ask the student group (then the teacher draws a new name). When the correct answer is given, it is checked that the student who was originally asked agrees with the answer.

In some schools that use the no-hands-up method, it is customary to write the names of each student on wooden spades. For example, a teacher can leave the spades in a jar and draw one spade when a student needs to be chosen. The names can also be written on cards, use a program for this purpose, or even make a dial with a pointer that can be turned. Once a name has been drawn, it is returned to the collection, to ensure that everyone thinks about the next questions that are asked.

There is a long tradition of peer groups working together or helping each other on individual projects. What differs from the traditional understanding of peer group collaboration and what Clarke and others call “talk partners” or “learning partners” is the emphasis on well-defined dialogue.

The role of study partners is to discuss and plan their studies together. In this way, they jointly enhance the quality of each other’s studies (Clarke, 2012).

Study partners are chosen randomly, usually for one week at a time, but the period can vary and is often longer for older students. Study partners are seatmates during the period and discuss together according to the teacher’s instructions. The discussions between study partners are purposeful and the time that students are given to think and discuss the subject or the teacher’s question is well-defined. This should not create room to go beyond the topic. At the same time, the time needs to be large enough for all students to be able to think and discuss the subject or question. It is impossible to state which duration is most suitable. Clarke (2012) assumes that students need about 30 seconds to think about a question, one minute to compare and two minutes to analyze and find what is wrong in tasks, e.g. in mathematics. When it comes down to it, the subjects are of different complexity and therefore require different lengths of time. The teacher is the one who is best able to figure out and determine the time frame that students need to think about and discuss topics and questions, but the feeling for this is strengthened with experience.

Scholars (Clarke, 2018; Hattie, 2009; Wiliam and Leahy, 2015) assert that the best results are achieved when students have the opportunity to work with a diverse group of peers—both those who are more and less proficient in the given subject. It is recommended that students with limited proficiency in Icelandic be paired with two learning partners at a time. Ideally, the structure should ensure that all students are partnered with everyone in the class over the course of the school year.
This arrangement has positive social effects, and the impact on learning is even greater. Cooperation of this kind can therefore have a positive effect on students’ self-confidence. The same applies when students of different ages are paired together. Generally, students perceive the random selection of learning partners as fair, even though some negative voices may be heard at first.
Teachers have been surprised by how well some pairs work together—contrary to what they might have expected. Shy students come out of their shells and express themselves, while more talkative students learn to restrain themselves and listen. Students learn patience and enhance their communication and social skills (Clarke, 2018).
As with all aspects of learning and teaching, a certain amount of flexibility is necessary—for example, in some cases, it might be more appropriate for certain students to spend less than a week with each learning partner.

Students need to be trained to be study partners

Being a good study partner is a skill that needs to be learned and practiced before one can expect success. One idea is to start by having the teacher get a partner to help them show the students two different versions of two individuals, A and B, talking to each other. The conversations could, for example, be about a story that the students know. In the first version of the conversation, certain weaknesses are revealed; A speaks too softly and looks down, B shows limited interest in what A says and interrupts, etc. Care must be taken that the scene is not so exaggerated that it is not taken seriously. After the scene, the teacher seeks the students’ opinion. How did they do in the conversation and why? What could they have done better? What is important when two individuals talk to each other and what should be avoided? The suggestions are discussed and finally the main suggestions are recorded on the board. Suggestions could, for example, They need to look at each other, speak clearly, listen more closely to what their partner is saying and show interest, e.g. by nodding or asking questions, not interrupting the speaker and making sure that both parties get the same amount of time to speak.

The teacher and partner repeat the item according to the suggestions on the board and the students observe. After the item, the teacher asks again how the students felt about the task and whether there is still room for improvement. The students’ final results are recorded and it is agreed that the study partners will take them into account. This creates a benchmark for the study partners.

Criteria for study partners

To ensure good results, study partners follow criteria. As is clear, there is no single correct criterion for study partners, as the groups differ, for example in age. It is also always best for the group to agree on what needs to be present in good study partners and to express it in their own way. Here are examples of two criteria for study partners from Clarke’s book (2018, pp. 60–63):

Good study companions:

• Sit upright.
• Lean forward and listen.
• Ask questions about the topic.
• Nod.
• Focus your attention on the person speaking.

Good study companions:

• Turn to each other.
• Talk about the project.
• Help us explain.
• Take turns talking.
• Share ideas.
• Listen to each other.
• Look at each other.

If students are not literate, the criteria for good study companions should also be presented graphically. The criteria need to be reviewed regularly.

The next step is for fellow students to practice in accordance with the standards, for example by:

• The chosen topic is a film that students have watched together or a news story that everyone has read. You can also choose material from the curriculum.
• An open-ended question or statement is posed that fellow students discuss and answer, e.g. how could the news have ended differently? It is important to set a clear time limit, e.g. two minutes.

It is a good idea to have a clock or timer visible. To help students evaluate their progress and learn from the exercise, opportunities should be provided to discuss the experience.

When students are paired with study partners, they need to be distinguished in some way, e.g. as A and B. This makes it easier to give instructions to the group, e.g. when study partners are to take turns giving each other feedback. When the study partner period ends, they can use evaluation sheets to assess their own performance and the performance of their study partner. The purpose of the evaluation is always to learn and gain a better grasp of the skill. It is not uncommon for study partners to also fill out a thank-you card and hand it to their study partner. A thank-you card could contain text thanking them for the collaboration, what went well, and a suggestion on how the study partner can become an even better study partner.

When do study partners work and why?

Peers make a strong impression on lessons where guided learning is used. Usually, several times during each lesson, students are asked to turn to their peer. It is common for the teacher to also interpret the instructions with hand gestures. As soon as students are asked to turn to their peer, the teacher places his hands in front of his chest and brings the fingertips of both hands together. Over time, the instructions can sometimes become wordless hand gestures by the teacher. Students are always told in advance how much time they have to discuss the topic together. When the time is up, a name is usually chosen at random and the student in question is asked to answer or report. Sometimes he is asked to report what his peer suggested or what he thought. In this way, students are encouraged to make an effort to listen carefully to their peer.

The general rule is that classmates should talk to each other at the beginning, middle, and end of class, but there can be many exceptions to this. Student discussions before project work begins should, among other things, ensure that no one has to raise their hand to ask what to do.

The following are examples of conversations between classmates:

1. Fellow students discuss and answer questions at the beginning of lessons, which are intended to review and share ideas, knowledge, and experiences on the topic with the student group.
2. Peer groups discuss and answer questions from teachers that provide insight into the students’ situation and help determine next steps.
3. Peer learners examine role models. They participate in defining what characterizes a well-done project and participate in determining success criteria for lesson objectives.
4. Classmates discuss together to collect concepts, ideas, or methods related to the topic, which are then recorded on a board or learning wall. All students can use them in their projects.
5. Fellow students evaluate the projects they work on individually, based on learning goals and performance criteria, and thus help each other do better.
6. Classmates discuss what they have learned from the project. This way, they and the teacher get feedback on whether the lesson objectives have been achieved.

As can be seen, the role of study partners is well defined and is primarily limited to purposeful discussions on a pre-determined topic, within a specific time frame. Collaboration between two or more students and group work of various kinds is also very common in guided learning, but in these cases different names are used than study partners and the goals and implementation are generally different.

The influence of study partners

Clarke (2012 and 2018) has identified numerous benefits of study partners, both intellectual and social, that teachers have identified with their students up to the age of 18. Working with study partners creates valuable opportunities for students to think about their studies, to articulate their thoughts and to learn about the ideas and experiences of others. For example, students generally find it much easier to write a text after having had the opportunity to talk about the topic with a study partner, and it also takes much less time. It is also easier to grapple with mathematics after having discussed the project with a study partner and heard other perspectives. Study partners can have a positive impact on students of all ages, although expectations and presentation change.

Benefits of study groups related to cognitive development.

• It reduces stress on students when they don’t have to respond to a teacher’s question alone.
• Students both learn and teach.
• Student participation will be greater and fewer students will be inactive.
• The abilities of some students become more apparent.
• Teachers talk less and have more time to listen to students and communicate with them.
• The proportion of learning that involves speaking increases as written assignments are eliminated.
• Students who have little command of Icelandic are given the opportunity to learn by listening.
• Languages ​​develop and vocabulary increases.
• Students’ thinking about their studies becomes more focused, which increases the quality of their studies.
• Students’ belief in their own abilities is strengthened, especially those who have struggled in their studies.
• Have a positive impact where students of different ages are studying together.
• Students learn that there can be more than one answer to the same question.
• Collaboration skills increase.
• Students who struggle to succeed in academic studies can demonstrate great ability when given the opportunity to express themselves orally.
• Teachers find it easier to analyze and assess where students are in their learning.
• Students become more responsible.

Benefits related to social development:

• It reduces gender gaps in academic achievement.
• Students get along better together.
• When students realize that random selection of study partners is legitimate, they often look forward to getting a new study partner.
• It reduces negative interactions.
• New friendships can be formed.
• Students who are struggling academically gain greater emotional intelligence when they learn to discuss issues.
• Students who have been socially isolated achieve better connections with the group.

(Clarke, 2012).

(Based on: Nanna Kristín Christiansen, 2021).

Sources:

Clarke, S. (2012). Active Learning Through Formative Assessment. 6. edition. London: Hodder Education.

Clarke, S. (2018). Outstanding Formative Assessment: Culture and Practice. 10. edition. London: Hodder Education.

Hattie, J. (2009). Visible Learning. A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Oxford: Routledge.

Nanna Kristin Christiansen. (2021). Guided learning. Why, how, what? Reykjavík. Nanna Kristin Christiansen.

Wiliam, D. og Leahy, S. (2015). Embedding Formative Assessment. West Palm Beach: Learning Sciences International.

Dweck, C. S. (2006). Mindset The New Psychology of Success. New York: Random House.

Hattie, J. (2009). Visible Learning. A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Oxford: Routledge.

Nanna Kristin Christiansen. (2021). Guided learning. Why, how, what? Reykjavík. Nanna Kristín Christiansen

Teachers and other staff, where applicable, respond to the evaluation list. After the results have been analyzed, it is natural to highlight the school’s strengths and main areas for improvement. The results could be used as a basis for making a development plan and examining how to maintain and better utilize what is going well and find ways to improve what needs to be improved.

Here is a link to a checklist for analyzing learning culture.

The form can be taken into consideration when preparing and following up on a plan for the development of guidance learning.

Development Plan – Here is a link to a form to fill out.