Assessment is for Learning (AifL) has become a fundamental part of learning and teaching in education. Both summative and formative assessment are viewed as significant aspects of assessing progression and bridging gaps in a pupils learning (Pollard, 2008). The purpose of this practitioner enquiry was to observe and analyse whether the introduction of the formative assessment strategy Think/Pair/Share could have an impact on the learning and teaching of pupils in a classroom setting. Think/Pair/Share (TPS) is a collaborative learning strategy where pupils can work together in order to solve a problem or answer a question. This approach requires pupils to think individually about a topic or to answer a question and then share their ideas with their peers. This approach can build on oral communication and can empower all children in their learning, promoting higher level thinking. TPS has been seen to maximise participation and build confidence with children who are often reluctant to participate. This would give insight into whether this formative assessment strategy could effectively engage all learners in a class setting and increase attainment.
It was important to acknowledge the impact TPS could have on the overall learning experiences for those in a class setting. Incorporating this type of collaborative learning can have many benefits for children in their learning environment (Lujan & DiCarlo, 2006; Cortright et al., 2005; Goodwin, 2005; Reinhart, 2000). Research has shown that there is an effective increase in discussion and an improvement on the quality of pupil responses (Rowe, 1972). Through the use of observation and pupil dialogue, this practitioner enquiry will examine whether this type of assessment is an effective way of learning for pupil progression.
The aim of this enquiry was to:
- Introduce the formative assessment strategy TPS within a classroom setting and summarise the impact it had on the learning and teaching.
- Develop confidence through collaborative learning.
- Effectively engage pupils in a specific area of the curriculum and analyse their participation levels through the use of TPS.