Wood-Wallace, d (2016) ‘The Role of Assessment in Teaching and Learning’

a) Independent Thinking Time (ITT) and Talk Partners (TP):

One of ways I have formatively assessed pupils is through the use of Independent Thinking Time (ITT) and Talk Partners (TP) (appendix 5a). Equally termed within the literature as ‘talk partners’; ‘paired talk’; ‘think, pair, share’ and ‘thinking together’; ITT and TP allow all pupils within the class to partake in the learning activity and contribute to learning experience (Wilkinson, 1965). Advocated within the literature as ‘best practice that gives students an active role in their learning’ (Simon, 2016:1), using this strategy means ‘all children get the opportunity to think, discuss and express themselves orally’ (LSES, 2006: 3). Implementing this approach contributes to teaching and learning as it allows all pupils to develop in confidence without fear of getting an answer wrong, whilst also giving the teacher a chance to assess the observed dialogue between pupils and evaluate the quality of learning that is taking place (National Strategy, 2002; LSES, 2006). The impact being

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Wood-Wallace, D (2016) ‘The Role of Assessment in Teaching and Learning’ The University of Nottingham (PGCE): Academia

that teachers can then be responsive to the needs of pupils and alter the planning or put intervention measures in place in order to ensure that all pupils are sufficiently challenged or that conceptual understanding is reached (DCSF, 2008). Directly linking with 2, 5 and 6 of the Teachers’ Standards (see Self-Assessment of Standards Grid), it is argued that ITT and TP are important factors in ‘developing thinking and understanding’; and are more likely to lead to pupils being able to ‘understand, develop and internalise…concepts’ (National Strategy, 2002: 14).