: Embedding Formative Assessment What it is like to take part
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Embedding Formative Assessment
What it is like to take part
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by Cornwall Research School
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Embedding Formative Assessment
A Game-Changer for Teaching and Learning
At Mounts Bay Academy, we are always seeking professional development opportunities that are not only grounded in evidence but also practical, sustainable, and capable of driving meaningful classroom change. That’s why we’ve been so enthusiastic about our school’s involvement in the SSAT Embedding Formative Assessment (EFA) programme, developed by Professor Dylan Wiliam. Now one year through the two-year programme, we’re already seeing clear benefits — not just in the development of staff practice, but in the engagement and progress of our students.
The EFA programme is built around a simple but powerful premise: great teaching hinges on effective formative assessment. It’s not about bolting on new strategies but about embedding core principles into everyday practice. Through regular Teaching and Learning Communities (TLCs), staff are supported to reflect, collaborate, and experiment with evidence-informed approaches to questioning, feedback, and classroom dialogue. The structured cycle of monthly meetings allows time for teachers to explore an aspect of formative assessment, try it out in the classroom, and return to share insights and refine their approach.
“It's well organised. It's habit building.”
TLC leaders report that one of the most rewarding parts of this journey has been witnessing the professional generosity and openness that the programme fosters. Whether it’s a newly qualified teacher or a seasoned Head of Department, every colleague has brought something to the table. It’s rare to find CPD that feels this collaborative, this practical, and this professionally respectful. There’s no ‘top-down’ delivery — instead, there’s a real sense of ownership and shared inquiry.
“I like the opportunity to work with my colleagues on something collaboratively rather than a top-down type of project”
We’ve been especially impressed with how the programme values small, incremental changes over sweeping reforms. Staff are encouraged to work with what they already do well and make manageable adaptations that enhance formative assessment opportunities. From more intentional use of hinge questions to developing effective routines for peer and self-assessment, the changes are purposeful, rooted in research, and tailored to individual teaching contexts.
It’s also refreshing that the programme gives time — two years, in fact — for change to bed in. We know from implementation science that change takes time to embed, and the EFA model reflects this insight. The monthly TLCs offer a rhythm of reflection and practice that feels sustainable and supports long-term impact.
“I have enjoyed having the opportunity to share ideas on formative assessment strategies with colleagues, as well as observe individuals in my group trying out a strategy within their classrooms. While a lot of what we discuss is common practice, it’s always great to gain ideas from others, and trial strategies from the EFA programme.”
We’re already seeing shifts in practice across the school. Teachers report greater clarity in their questioning, more responsive planning, and improved dialogue with students. Pupils, too, are noticing the difference. They’re becoming more confident in identifying their next steps and are more involved in their own learning journeys.
The EFA programme has provided a structure for professional growth that sits beautifully alongside our school’s values. It empowers teachers, improves outcomes for students, and strengthens the culture of reflective practice that we’ve been nurturing over time.
In short, Embedding Formative Assessment isn’t a bolt-on — it’s becoming part of who we are as a school. We’re proud to be part of it, and we’re excited about the continued impact it will have on our staff, our students, and our shared pursuit of excellent teaching.
