Improving attainment by community engagement in the learning process

Positive learning experiences during the -Norfolk partnership

Tallinna Haridusamet 2015 Publication: Improving attainment by community engagement in the learning process project: Comenius Regio – ICE

Compiled by: Berit Tomlinson ja Jaana Loorents Contributors: Adrian Tebbutt (AT Education), Sonia Walker (Dereham Neatherd High School), Chris Smith and Lucy Burbridge (Thetford Academy), Jayne Marshall (Whitefriars Primary School) Natalia Kislaja, Niina Sidorenko, Susanne Adoson, Olga Gortšakova, Elvi Vaarmann, Erika Jalakas, Anneli Ilomets Veevo, Jana Otsatalu, Tatjana Pereskokova, Jana Bahur, Niina Birina, Merili Murakas, Kairi Jakobson, Triinu Pääsik, Gea Tammiksaar, Marko Rööpson Publisher: Tallinna Haridusamet 2015 LAYOUT: OÜ Neoart COVER PHOTO: Adrian Tebbutt (Norfolk), gives a class at Põhikool E A T T T T T in T T in T Põhikool Kalamaja in T Project overview S H ngland Primary A Primary ngland ummary he experienceshe of comments and the experiencehe of Dereham N experiencehe of the T experiencehe of Whitefriars C experiencehe of A experiencehe of A experiencehe of A ssociation of T igh S igh allinna R allinna Vene Õismäe allinna L chool in Parental in chool Engagement

ahumäe Põhikoolahumäe allinn H allinn

cademy ssessment for L ssessment for L ssessment for L

eadmasters hetford A ütseum

eatherd hurch of

cademy

earning earning earning earning

20 23 24 16 18 13 11 7 4 Contents 3 3 Teachers from Norfolk attending a 4 training session in Tallinn. Project overview – objectives and participants

From August 2013, the Tallinn Education Department par- ticipated in the Comenius Regio project “Improving attainment by community engagement in the learning process - ICE”.

he objectives of the project were can be used effectively between different to improve the assessment of subjects, how it is integrated and how the Tknowledge and skills of school lead- students have acquired the skill to analyse ers, teachers and students through the themselves and their work. development of Assessment for Learning In the course of the project the aim of the (AFL), through the active involvement of Norfolk schools was to acquire sufficient communities in the process of learning and experience to enhance cooperation with through the positive experience of learning parents and increase community involve- through the partnership between Tallinn, ment. Partner school teachers had the and the County of Norfolk, England. opportunity to observe a variety of school Tallinn’s central objective was for the part- events in Tallinn with parent and commu- ner schools to draw on the experience of nity involvement. Norfolk and, in the course of the project, for The project participants included the Tallinn the partner schools to evaluate Assessment Education Department, Kalamaja Põhikool, for Learning in such cases. The project ena- Tallinna Rahumäe Põhikool, Tallinna Õismäe bled teachers and heads of Tallinn schools Vene Lütseum, Norfolk County Govern- to observe and experience how Norfolk ment, MTÜ Tallinna Koolijuhtide Ühendus teachers’ daily work is used in the evaluation (Tallinn School Heads Association), Norfolk of Assessment for Learning options, how it County, Whitefriars Primary School, 55

Dereham Neatherd High School, Thetford is an understanding of ways of reaching Academy and the non-profit organisation, objectives and the application of various the SAW Trust. types of reasonable methods to achieve With regard to the total content and the these objectives. If there is excessive nature of the assessment taken by Assess- work it is often difficult to focus on the ment for Learning, Adrian Tebbutt, project goal, while simultaneously using the most manager for Norfolk and educational efficient tools. Within the framework of advisor, states that formative assessment the project, meetings, visits to schools,

Training session for Tallinn school teachers at Rahumäe Primary School. 6 lesson observations, and training sessions During the seminar, the following presen- took place in both Tallinn and Norfolk. tations were given: Project courses took place on two occa-  Katrin Poom-Valickis, PhD, University sions in Tallinn at Rahumäe Primary School of Tallinn on the topic of “Learning and (07.11.2013 and 24.05.2014), and, during Teaching in a Changing World” two study visits to England, in Norfolk  Luule Niinesalu, the Head of Peetri (01.02.2014 and 15.-19.10.2014). Adrian ­Kindergarten-Primary School on the topic Tebbutt was the course leader for the of “Johannes Käis and Peeter’s School” training sessions, where the focus was on  Kalamaja Põhikool’s teacher Berit Tom- various themes which support the effec- linson on the topic of “Formative Assess- tive evaluation of Assessment for Learning. ment of Kalamaja Primary School” The following themes were addressed:  Tallinna Rahumäe Põhikool’s teacher learning and teaching, giving students posi- Kesti Pära on the topic of “Parental tive feedback, preparing tasks efficiently, Engagement in Rahumäe Primary using different methods and implementing School” (and feedback on) the teaching methods.  Tallinna Õismäe Vene Lütseum’s students The training was divided into two parts, Dina Tanaga and Aleksandr Gurin; presenting practical tips and demonstrat-  A report from Norfolk teachers on their ing examples of the external evaluation of success in involving parents. Assessment for Learning systems. In February 2015, a seminar on Assess- The following reports present an overview ment for Learning took place at Tallinna of the collective experiences of the Õpetajate Maja (the Tallinn Teachers’ Assessment for Learning by the partner House). schools and the involvement of the parents.

Teachers from Norfolk getting acquainted with Kalamaja Primary School. 77

This shows students giving feedback on an acquired topic. The stu- dents were asked to indicate their understanding of the topic by using coloured pencils – red (I did not understand the topic), green (I understood the topic well) and yellow (I understood the topic partially, so I need further expla- nation.)

The experience of Assessment for Learning in Kalamaja Põhikool

he Assessment for Learning (AFL) fident way. However, the most important project had been implemented in part concerning students’ self-analysis TKalamaja Primary School prior to and giving them feedback did not dawn on this project, but it had not been widely teachers then. used in the school until the Comenius ICE project started a year and a half ago. The What has changed for now? only enthusiasts were the teachers of Year Participation in this project for 1.5 years 1 who wrote comments on the school has helped us to realise the advantages reports instead of using the numerical of AFL. Due to the cooperation between marking system twice a year. Norfolk county schools and local Tallinn An AFL teacher training course held a schools, we have come to understand the few years ago did not result in any serious nature of AFL and the methods used to change in assessing students. It rather gave achieve our aim in learning results. Dur- ideas about observing and giving positive ing the previous school year, we received feedback to students by emphasising information on how AFL is conducted in it even more. As a result, the teachers Norfolk county schools, England. Together started to write feedback in a more con- with our project team, we developed AFL Adrian Tebbutt, an education con- 8 sultant at Norfolk, criteria and communicated them to our gives a class at colleagues. Commencing with this school Kalamaja Primary School. year, the idea of AFL became popular, and by the end of the second term, we were ready to implement it. As a result, at the beginning of the third term, the teachers started to apply AFL.Yet only 13 teachers (mostly class teachers) of the school’s 31 teachers were open-minded about under- taking the AFL method.The following table contains the subjects and forms where AFL was implemented.

Subjects and forms: Art Forms 2 and 4 Science Forms 2 and 3 Mathematics Form 8 Biology Form 8 Estonian and literature Forms 8 and 9 English Forms 3 and 4 Special needs support Forms 5 and 8 Health education Form 4

The following assessment system was agreed on in Kalamaja Primary School: In addition to giving marks, a comment was added to the e-school report (an online marking system) on the positive and nega- tive aspects of the student’s performance. The feedback was about five sentences in length. Instead of inserting numerical marks, letters A (if a student passed the test) the school year) on all the subjects. This and MA (for a student who did not pass) system is only used in Year 1. were used. Additionally, feedback on the student’s performance was added in about Overview of the positive and five sentences. negative experiences of Kalamaja Instead of giving marks or using letters A/ Primary School’s teachers MA, the feedback is delivered to students The most commonly used version among twice a year (by Christmas and the end of the three assessment methods was the 99

first one, where a comment was inserted the elementary school teachers noticed in addition to a numerical mark. The AFL and experienced positive feedback both was employed by eight teachers in Years from the students as well as the parents. 1-6 and by five teachers in years 7-9. Surprisingly, the teachers of Years 4-9 The teachers had various opinions on this described parents as being indifferent method. Some of the experiences and towards the new assessment system. All comments coincided despite the differ- teachers agreed on the increase in the ence in students’ age. It can be said that workload and the unclear positive result. 10  The teachers of Years 7-9 did not Our experience can be interpreted notice any positive change in edu- in the following way: cational achievement. However, the  The change in the assessment system elementary school teachers noticed a was carried out during a short period positive change. of time (10 weeks).  Writing comments and giving feedback  The teachers who implemented the were more naturally accepted at AFL believe that the experience would elementary school level. This is prob- be positive if the school decided to ably so because Year 1 students had continue with the AFL. already received written feedback on  It is difficult to undergo a change in their school reports twice a year (at Years 4-9 since the students and their Christmas and the end of the school parents have a clearly established year). It can be concluded that the understanding of the marking system. parents are used to the new situation  The majority of students of Years 4-9 are and expect detailed comments. only interested in the marks and do not  The main feedback from parents came bother to read the teacher’s comments. from the elementary school level.  There is a decrease in teachers’ moti-  All teachers participating in the experi- vation to write comments due to the ment confirmed that positive feedback indifference of older students and their from the students and their parents parents. motivates them to continue with AFL.

Written

Written feedback is given to a student in elementary school. The teacher’s suggestions for the student are written in red. 1111

The children give feedback on their understanding of the topic just studied. Green – complete understanding. Yel- low – partial understanding – more practice needed. Red – no understand- ing – more practice needed. The experience of Assessment for Learning in Tallinna Õismäe Vene Lütseum

he basis of AFL is starting an activity, progress of the student and supervises the task, lesson and topic and analysing subsequent work. The teacher instructs Tits achievement with the children. the students on how to give oral feedback AFL takes place at different levels: to each other by concentrating on the  Teacher-student achievements of the classmate.  Student-student Elementary school students are keen  Self-analysis on visualised forms of assessment. Each teacher has personally developed visual During the lessons, AFL methods which are methods appropriate for students and clear, motivative and enjoyable were imple- classes for giving oral feedback. The most mented; thus the students experienced commonly used tools are stamps, stickers, success. coloured cards and labels like “Observant The most common method used to assess student”, “Good student”, “Active student” students is oral feedback. In this way, the etc. By the end of the lesson, the visualised teacher characterises the student’s activ- feedback enables the creation of a sum- ity or result. The teacher highlights the mary that is concrete, measurable and Students use coloured 12 understandable for the student, classmate cards to signal their understanding and teacher. This is the most popular type of a topic to the of assessment among the children. teacher. Written feedback is given (analysis of tasks, comments, suggestions for the future) on the most important activities and tasks in workbooks and notebooks. The general educational achievement of the student is presented as a comment or a separate assessment or remark via the e-school system. In the case of written feedback, it is important to analyse the task and if needed, give instructions for the student’s future progress. To grade subjects such as PE, art and handicraft the student is involved and asked to comment on his/her work. Self-analysis of the student takes place in both oral and written forms, with the writ- ten form being the most common for basic subjects. The students analyse the level of If the student has achieved good results their knowledge and highlight their results in in extracurricular activities (competi- a workbook (using agreed symbols). The oral tions, quizzes, etc.), he or she is awarded a self-analysis is given at the end of the lesson diploma or another form of acknowledge- either through coloured labels or individually ment. to ensure the success of each child. This shows a teacher’s feedback in the form of a stamp, which means that the work was done well. 1313

Footprint hunt and work in expert groups. Year 2 Science lessons. Class teacher Merili Murakas.

The experience of Assessment for Learning in Tallinna Rahumäe Põhikool

ll teachers from Tallinn Rahumäe and given directions on how to become Primary School were asked to autonomous learners. Aexperiment with various AFL Despite the fact that all students had AFL methods, which were explored mainly by experience in Year 1 where no marks were two sources,, namely “Kujundav hindamine given, the students and their parents were kui õppimist toetav hindamine” (English presented with an overview of AFL and the version) by M. Jürimäe, A. Kärner, L. Tiisvelt methods applied by their class teachers. and “Õhinapõhine kool – kujundava ja sise- hindamise käsiraamat” ( English version) by M-M. Feldschmidt, K. Türk. The implemen- The students obtain tation of AFL in the school resulted in all an understanding of what teachers having a common aim, which was to stimulate the student to study out of they have acquired well and personal interest in the subject rather than what aspects need additional for the mark. The students were guided work. 14 AFL was applied at all Year levels colleagues were invited to observe the IT AFL was implemented in five classes by five lessons. different teachers in Years 1-3 (Science, AFL was applied in six classes by one Health education, Mathematics, Estonian), teacher in Years 7-9 (History and Citizen- using various types of feedback and traffic ship). Oral comments were used for giving light cards. feedback on the partner’s and one’s own AFL was applied in six classes by one work. teacher in Years 4-6 (IT lesson). By the end of the period, various types of feedback Positive findings: were used, including self-assessment  AFL enables the teacher to think more and giving feedback to one’s partner. All creatively.  The students obtain an understanding of what they have acquired well and what aspects need additional work.  The students are not afraid of making mistakes; they learn from them and are not ashamed.  The students develop an understanding of why and for whom they learn.  The students develop the courage to try and experiment because the opportunity is given.

Difficulties:  Ignorance of older students who are used to numerical marks.  Self-assessment.  Analysis of one’s own result – why were the tasks successful or what should be done better next time.

To summarise, it can be concluded that Rahumäe Primary School’s teachers have accomplished a great deal, leading to an improvement in the skills of their teach- ers and students. More opportunities are available; the learning experience has been implemented and the fear of making Worksheets mistakes has lessened. The most important on the topic factor is not to stop progress but to con- “Feeling good” tinue developing it. 1515

Students` feedback for Year 3 students and the worksheets on the topic “Feeling good” in students’ portfolios.

History lesson, teacher Margit Sondla. Giving Teacher’s feedback to the meeting, topic partner. AFL. 16

“Science, Art and Writing” at Whitefriars C of E Primary Academy. Chris Hann, artist, explaining how to turn an umbrella into a rainforest canopy at the Science segment.

Whitefriars Church of England Primary Academy’s Experience

hitefriars is a neighbourhood links with the wider school community, school serving its community, including the significant number of children Wmuch of which comprises the from families for whom English is not their Hillington Square and South Lynn social first language. Engagement in the ICE pro- housing areas. Approximately a third of the ject is seen as a positive move in learning children are from Eastern European back- from others about how they engage with grounds. Currently, the school is close to its parents and in providing opportunities to capacity and it is likely that it will have a 60 try new methods. We were very impressed pupil intake for the foreseeable future. Our with the sense of community and activities purpose is to offer a broad and balanced observed in the project schools in Estonia, education of the highest quality in a happy, and we saw some aspects that could be stimulating, secure and caring environment adapted to the English system. based on equal regard for each individual. A significant number of our parents have Fostering links with the community and had a negative experience of schooling maintaining effective partnership with or are anxious about engaging with staff. parents are crucial to our success, and the This is particularly significant with parents school is trying to establish more positive from Eastern Europe who may feel they do 1717 not have the language skills to engage in dialogue with teachers and support staff, sufficient knowledge of the education system in the UK or the experience of open and welcoming school communities. The school had already employed multi- “Science, Art and lingual teaching assistants to work with Writing” day parents and has a well established com- at Whitefriars munication system and open days, but we C of E Primary Academy felt that opportunities to bring parents into school to work alongside their children in a non-academic activity would be a valuable opportunity to establish new links. With the support of the project director Adrian Tebbutt and the SAW Trust, we planned and operated a ‘Science, Art and Writing’ day for Year 6 pupils and their parents on a Saturday morning to enable as many to attend as possible, together with supplying food and drink for participants. The event proved very successful, with 80% of the year group attending with their parents or other adults, with an equal mix of males and females. At the beginning of the event it was interesting to observe that the adults were reluctant to join in and definitely sat back from the activities, but within a very short time the adults became actively involved and were working along- side their children. A further observation was that the adults began to communicate with each other and discuss the school and its impact on their children. We believe the impact has been to create a much more positive attitude and relation- ship with the school that can be further developed. A second SAW day is planned for June 2015, and we have discussed further activities that can be adapted to operate in a similar way. 18

The Thetford Academy’s Experience

he Thetford Academy serves a community sports day that would integrate community with a significant level of members of the community with the school. Tdeprivation and with an above ave- Parental engagement has been a particular rage number of students with English as an issue with regard to The Thetford Academy, additional language, particularly Portugese as some members of the community resent in addition to Polish, Latvian and Lithuanian the Academy for a number of reasons. It is a students. The school has a complex his- key goal of the Academy to integrate more tory, being formed by the amalgamation with the local community. of two schools which served the town. Previously, the Academy had run a sports It subsequently became an Academy day where students attended lessons for sponsored by the Local Authority (LA) and the morning, and all went to the field in West Suffolk College, but has since been the afternoon to watch the final races. It taken over by a commercial Academy Trust, was decided that the whole day should be which does not wish to engage with the LA. turned into a fun day, with stalls, refresh- The Thetford Academy wanted to run a ments, a BBQ and of course the athletics. The big challenge, however, was to invite We reached 60 potential students and 1919 parents along. their families. The average group size was The day fortunately turned out to be four with grandparents also spotted. sunny, and the whole school was out on the The structure of the CSI event was that playing area for the entire day. We were of a poisoning outbreak within the school, joined by a modest number of parents, an where the students had to identify the estimate of 50 from a cohort of around cause by performing a number of experi- 1200 would be reasonable. Those that did ments. Parent engagement in this was attend remained with us for a large part fantastic, with them working with their of the day. A parents’race was planned; child to solve the crime, carrying out however, as the day was overrunning, this experiments and interacting with the staff. was cancelled. Parents seemed to have a Early indications are that the Year 7 uptake good time, and in the main, students whose is at a record high this year, and although parents turned up enjoyed having their there are many other factors involved, parents present. these evenings have contributed to this. We will be running a community sports The goal of the science department is to day next year, when we will ensure we continue with themed evenings, but now have parent races, and we will also work to target the current cohort. This will on advertising the event to parents to prove more challenging as parents of the encourage greater participation. It was current cohort are not used to participating recognised by SLT that parent participation in school events; however, it is hoped that in this was positive, and they are keen to the well-publicised CSI evening and the run more parent engagement activities. As continuation of the community sports day a result, the science department ran a CSI will have a snowball effect and encourage evening for prospective Year 7 students more parents to interact with the school. and their parents. This event, which lasted two and a half hours, was well attended. Community sports day at The Thetford Academy. Parents seemed to have a good time. 20

Community Well-being Day at Neatherd High School, May 2014

Dereham Neatherd High School Experience in Parental Engagement

he aim of our participation in the off and collect their child directly to and Comenius partnership with the from the classroom. Parents are invited to Tschools from Tallinn was to increase join in classroom activities and to assisit, the level of parental engagement in our for example, in listening to children read. school. Traditionally and culturally, this is Parent-teacher contact is reduced at Junior an issue which is more problematic in high School age (Years 3-6 ages 7-11) where schools in England. In England, children may children may still be met out of school by start school at 4 years old; it is common a parent or carer, but most likely at the for mothers to remain at home during their school gates. At High School (Years 7-11, first three years of schooling (Recep- ages 11-16) parent-teacher contact is tion – Year 2) and have daily contact with further reduced, both due to the more the class teacher. In the Infant School independent travel to and from school and setting, it is common for parents to drop the number of teachers who may actu- 2121

ally teach the student. In a typical High We now have regular parent volunteers in School the only teacher who would see the the following areas: student every day is the form tutor, and  Literacy – reading to students and then only for 15-20 minutes each morning. helping those with weaker literacy skills Parents of students in High School then  Design Technology – assisting in tend only to visit for the initial Open Eve- more practical subjects nings and then the annual Parents Evening  Trips – extra adult helpers on day trips consultations.  Extra-Curricular Days – for example We are aware here at Dereham Neatherd in our Multicultural Week, assisting in that parental engagement is key to the a Food Technology session making a success of our students, and it is a target to traditional Portuguese soup improve the ways in which parents can be  SNAG – this is our Environment/Allot- involved in school life. During our partner- ment group – parent volunteers assist ship with Tallin we achieved the following: with gardening duties and sourcing the  greater numbers of parent volunteers provision of tools in school  greater parental engagement in events The Community Well-being Day in May such as the Community Well-being Day 2014 was our first such event last year. We and the Tapas Evening have a similar event planned for May 2015. During the event we welcomed parents In September of each new school year we and also elderly neighbours to come into ask members of staff in school to identify the school during the afternoon and early areas, subjects and times where a parent evening. Events/activities included: volunteer would be helpful. A general email  A ‘TNT’ rock choir which performed is then sent out to all parents with the three times during the afternoon information, enabling them to volunteer  Stalls from a variety of local businesses where possible. Parents then contact the and organisations which promote school, and having completed a DBS (secu- healthy living for example: the local rity) check, can begin to come in to assist Blood Donor Service, Active Norfolk, during the school day. Norfolk Living Well, Norwich Mind 22 (a mental health charity), a Karate and  Inviting parents to a design and tech- Ju Jitsu club nology sessions with their child; this will  Community well-being organisations; take place in textiles, food technology for example: Foodbank, West Norfolk and resistant materials. Parents will Befriending, the Friends of Neatherd have the opportunity to create some-  A community café thing alongside their child whilst also  Food For Life stall with sample dishes spending time in a classroom created from food grown in our school allotment While the situation of Tallin schools is dif-  Sewing Bee stall ferent to our own (they are much smaller and provide for a wider range of ages) our The event was followed in the even- involvement in the Comenius partnership ing by a ‘Tapas Evening’ to which many with the Tallin schools has given us inspira- parents came with their children. Activities tion to try new events and to increase included: parental engagement at Dereham Neat-  Tapas tasting herd High School.  Salsa demonstration  Salsa mini lesson  Spanish quiz with prizes  Spanish karaoke We are aware here at Dereham Neatherd that Having evaluated the Community Well- being Day 2014, the following changes parental engagement is have been made to the plan for 2015: key to the success of our  Beginning the event later in the after- students, and it is a target noon to cater for more parents to improve the ways in which parents can be involved in school life.

Karate and Ju Jitsu club 2323 The Experiences and Comments of the Association of Tallinn Headmasters

he Association of Tallinn Head- Norfolk. Assessment for Learning is well masters, which connects most of known and is implemented during the first Tthe headmasters in Tallinn, partici- four years of school in Estonia. The head- pated in the ICE Project as a constituent masters consider Assessment for Learning member. The headmasters of the following a creative tool for teachers. The important schools in Tallinn – Economic Gym- aspects of Assessment for Learning are the nasium, Tallinna Kivimäe Primary School, focus on feedback between the teacher Tallinna Pääsküla Gymnasium and Tallinna and students; the ability of students to Gymnasium – had an opportunity analyse themselves; and the continuous to examine more closely a different type and directed development of the students. of assessment, which is widely used in the In order to expand Assessment for Learn- county of Norfolk, England. ing to all age levels at school, more focused One of goals throughout the project was to preparation work is needed among teach- show our partner schools and associations ers, students and parents. The experiment the good practice of involving parents conducted during the third term in partner through different events organised by the schools in Tallinn on implementing Assess- school. Some of the examples of good ment for Learning showed that its promo- practice are sports day for the whole fam- tion was insufficient to effect change ily, cafes for parents (whose aim is to bring among older students. In these situations, parents together to discuss the issues of teachers’ motivation also remains too school life in an open environment), and low to introduce change in the method of workshops for families and courses for assessment. both teachers and parents. The headmasters find that change is possi- The headmasters participating in the pro- ble if it is started in the earlier school years ject all confirm the necessity of organised and then continued with older students. events leading to the growth of a stable The pedagogical paradigm of teachers has relationship between the parents and the to change during the implementation of school. the Assessment for Learning so that par- The headmasters were introduced to the ents understand why their children study experiences of the implementation of at school –for grades or for the child’s Assessment for Learning in both Tallinn and personal development. 24

Summary

n summary, it can be stated that Come-  The application of these ideas nius Regio project “ICE - Improving throughout the school allows for the Iattainment by community engagement most sustainable model of formative in the learning process” during the years assessment. The idea is to have small 2013-2015, provided many new experi- groups of teachers who share their ences for both countries. Tallinn schools experiences attend different courses obtained many experiences in the area of and improve their professional devel- formative assessment (Assessment for opment. Every group should have a Learning). The schools in Tallinn admitted mentor who encourages and supports that making changes may not always be the process. easy. Studies in England have proved that it takes at least two years to make a success- Suggestions on how to start the ful introduction of formative evaluation in assessment of change in schools: schools. Hence, it is a long process, which  Start the process! may take some time to see positive results.  Make it happen! All of this takes place when the following  Make the whole school work towards requirements are met: the same goal!  Teachers have completed the neces-  Be consistent and be ready for sary training and feel confident in ­setbacks! giving formative feedback.  Teachers have enough time to acquire If these recommendations are considered, new knowledge and get used to it. it is possible to carry out the change which  Support of the school leadership and influences students’ motivation and gives colleagues must be one hundred per them an understanding of what and why cent and unambiguous. they are learning.  School leadership supports each teacher to practice formative assessment.