Raising Achievement of Learners

Summative

Check assessment Tab for

Submission Date in
23.59 UK time deadline
 Aims:
• Moving forward: Formative to Summative
• FAQs
• What makes for a good summative essay
• Suggested structure of the assignment
• How to include your experience and link with
theory?
• Sharing examples
 Formative to Summative

Frequently Asked Questions:

• Can I use my formative essay?

• Can I self plagiarise?
• How do I act upon the feedback?
• What’s the difference between formative
and summative essays?
 Good assignments include:
• Good interplay between literature and your study;
• A clear sense of direction and ‘sign-posting’ all the way through;
a sense of ‘ownership’ of the project;
• Internal coherence: the research question, and the literature, and
your professional observations all tie in and seek answers to the
same question.
• The literature & the ‘study’ link to a theme that is dear to you and
read like an introspective exploration of your professional setting:
no one else could write this piece. It’s personal yet academic and
has something to contribute to the field.
 Summary: good practice
• You must show evidence of reading around the subject and subsequent use of this
literature in the essay.
• You may re-use relevant material from the formative assignment.
• Let your observations/experience work for you in your discussion.
• You should proof-read carefully and reference correctly.
• Minimise the use of quotations, opt for paraphrases and synthesis of authors’ ideas.
• Act upon the feedback from the formative (incl. Literacy issues, SPAG, referencing).
• NOT a Wikipedia tour of key thinkers / learning theorists but a personal reflection on
what they can contribute to your personal question / issue.
 Structure: some suggestions
Introduction:
Set the scene (country, educational sector, national policy on…)
Which class/year, why? Any specific reason for selecting this class/group?
Brief background to the setting (small primary, large mixed sec, TEFL, etc.)
Why you have selected this topic area (national concern, school policy, your personal interest…?)
What key question / issue will this particular essay seek answers to?
How does this key question link to ‘achievement’? Define the latter with reference to literature.
Main Body
explore the literature in relation to the above question (pros, cons, contention, problématique). How has this issue been addressed
in the literature – what are the different schools of thought on this? Try to create a ‘dialogue’ between authors and between the
literature and your research question. Link this to broader theories of learning.
Yes but – what are the implications for your own professional practice? What have you observed in situ? What remains to be
addressed? Can the suggestions found in the literature be easily implemented in your own setting?

Conclusion
Synthesise the above lit. review & pedagogical / practical implications. What would be valuable further avenues for investigation in
this field?
 We do not want to see:
•Any information that could identify your school: ANONYMOUS!!!
•A descriptive commentary about the topic area selected:
 1000 words about questioning or ‘the use of the play area’ in my Reception class.

•Appendix containing lots of things completed

 Diagrams
 Images
 Reports
 Registers etc.
 You can include a diagram within your writing if referred to > 3 rd size of
page place in appendix
Level 7 Descriptor is within the assessment tab on
Blackboard
 Examples of assignments

•Each essay is different

•Each essay has a number of positives and also things to do better
•Not necessarily high grade, but they are a pass
•Different approaches to writing and structure

•Your personal reflection on practice / teaching will be more evident

within the January summative submission. Formative is your
reflection on how your key question has been addressed by the
Literature.
Example A
Example B
Example C
 Weaving your experience within writing
(summative)
Successful application of multiple literacy interventions has been
observed during a four week placement in an outstanding school with
a demographic consisting of, but not limited to, EAL and pupil
premium families. The components of the targeted reading
interventions I have witnessed in school accumulate in a way that
gives children the opportunity to read by providing direct and
sequential instruction from a professional (such as guided reading
sessions), and the offering of continual support and promotion of
reading for pleasure (Medina and Stark, 2009).
 Linking theory and
observations/teaching
Upon reflection, the Maths lesson on place value observed at School A supports
Piaget’s (1951) theory that concrete experience and practical experimentation is
crucial for children to form an understanding. Clausen-May (2005, p.3) believes a
combination of auditory, visual and kinaesthetic teaching is important for children to
experience in order to fully grasp a concept, and that the three approaches are
intertwined. In having a catalogue of experiences and methods to refer back to,
pupils have a choice in how to problem solve depending on their style of learning
(Clausen-May, 2005). This lesson is a good example of this approach as it included
an auditory input at the beginning, which allowed some of the children to start
building an understanding on place value. Mathematical vocabulary was used
throughout by the teacher and teaching assistants who worked around the
 What might strengthen your
argument/thinking critically?
• Be clear, be precise and substantiate your argument (cite your evidence-e.g. wider
literature/example from practice).

• Balance essay so that you foreground analysis. Avoid lengthy descriptions of what you did -
pick out the ‘key points’.

• Integrate reading/literature throughout essay. Create a ‘dialogue’.

• Ensure argument is clear and is relevant to essay. Avoid generalisations, sweeping

statements and ‘big claims made on little evidence‘. e.g. ‘All schools favour…approach’. If
linking to wider practice beyond your context, link to national, robust and academically
sound research/evidence. Acknowledge the limits of evidence.
 Summative Marking
You will be:
• given a mark (50% is the pass)
• given written feedback
• You may not get as much “in script feedback” due to this taking place within the formative
• What if I fail?
 You will be given specific in script feedback outlining the areas requiring focus. Tutorials will be
given in order to discuss feedback

• Can I resubmit?
 Yes, once your work has been processed by the exam board you will be notified of your
opportunity to resubmit (rework of the original)