Episode 9 NPCAT Principles for High Quality Writing Formative & Summative Assessment

Welcome to Episode 9 — the grand finale of the NPCAT Principles for High Quality Writing CPD series! In this final session, we explore Assessing Writing: Formative and Summative. Discover how to make thinking visible through responsive formative checking and how to evaluate independent mastery through robust summative assessment linked directly to your curriculum. If you find this video helpful, please LIKE this video and SUBSCRIBE to the channel so you never miss future professional development content! 🔔 In this video, you will learn: Formative Assessment & Cognitive Psychology: Why "teaching is successful only when learning happens" (Dylan Wiliam) and how formative assessment makes pupil thinking visible. Research-Informed Responsive Teaching: Applying insights from Rosenshine (checking for understanding frequently), Willingham (learning happens when pupils think), and CUSP's responsive teaching model. Forensic Monitoring in Action: Techniques for active classroom circulation and real-time diagnostic checks using The Teaching and Learning Playbook. Effective Summative Assessment: How to evaluate independent writing against key framework criteria (composition, coherence, sentence construction, vocabulary, spelling, handwriting) without over-relying on generic rubrics. Deliberate Practice Exemplars: Analyzing real student writing samples to identify patterns across the class rather than isolated errors. Securing Long-Term Progress: Using assessment data to close foundational gaps, adapt future curriculum sequencing, and evaluate teaching impact over time. 👍 Don't forget to LIKE, COMMENT, and SUBSCRIBE! Hit the notification bell to stay updated with future releases. How do you use forensic monitoring and formative assessment to adapt writing instruction in your classroom? Let us know in the comments below! Research, Frameworks & Pedagogical Toolkits Cited: Wiliam, D. Formative Assessment & Evidence of Learning. Rosenshine, B. (2012). Principles of Instruction (Checking for Understanding). Willingham, D. T. (2009). Why Don't Students Like School? (Memory is the Residue of Thought). Ofsted. Research review series: English (Valid, curriculum-linked assessment). Education Endowment Foundation (EEF). Feedback and Clear Assessment Criteria Guidance. Unity Schools Partnership. Curriculum with Unity Schools Partnership (CUSP) – Responsive Teaching Built into Sequence. Moyenne, M., & O'Neill, J. The Teaching and Learning Playbook: Forensic Monitoring and Classroom Techniques.