Description

Since 2010, Primary School No. 2 in Sokółka has participated in the "Learning School" program, which supports the implementation of formative assessment (FA). The teachers' starting point was the observed difficulty students had in solving problem-based mathematics problems and producing written work in Polish. They wanted to understand the causes of these problems and how to better adapt the teaching process.

Step 1 – Data Collection

Teachers systematically used FA tools: key questions, success criteria ("what we will be paying attention to"), short diagnostic quizzes, and "exit ticket" techniques. This provided information about which elements of the material students had mastered and which were challenging.

Step 2 – Data Analysis

The subject team met monthly to analyze the results. It was found that:

• In mathematics, the greatest challenges were related to open-ended tasks,
•  In Polish, students were able to write short essays but had difficulty with argumentation.

Step 3 – Corrective Actions

Teachers introduced:

• additional exercises for open-ended problem-solving tasks in mathematics, solved in pairs and discussed together,
• "argument maps" in Polish, which helped students structure their written work,
• systematic written and oral feedback – indicating what the student did well and what could be improved.

Step 4 – Re-evaluation of results

After the semester, teachers conducted another assessment using the same tools. The results showed significant improvement:

• the number of students successfully completing open-ended tasks increased by 25%,
• the level of argumentation in essays in Polish increased (teachers assessed correct structure and coherence).

Conclusions

The case study shows that systematic use of formative assessment data allows for quick response to student difficulties and modification of work methods. The most important factor in success was teacher collaboration – regular analysis of results and joint planning of activities.

Implications for other schools

The practice of Primary School No. 2 in Sokółka can be an inspiration for other schools: data doesn't have to come from external exams – conscious use of short diagnoses and formative assessment tools in daily work is sufficient.

Reference Link

https://sus.ceo.org.pl/