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Formative Assessment Principles and Practices Training 2018
Formative Assessment Principles and Practices Training 2018
D1.S1.1
Housekeeping
D1.S1.2
Training aims
D1.S1.4
Getting to know each other!
Name Boards
Make a name board for yourself.
Write down your name and either…
– An adjective describing you that starts with the
same letter/sound as your name
or
E.g. Reliable Roz
– A picture that describes you Sturdy Steve
You have two minutes!
Write in large letters so it’s legible!
D1.S1.5
Hopes, Concerns, Expectations
D1.S1.7
Expectations for how we will work together
D1.S1.10
Defining ‘formative’ and ‘assessment’
D1.S1.11
What do we mean by ‘formative’?
D1.S1.12
What do we mean by ‘assessment’?
D1.S1.13
What is formative assessment?
D1.S1.14
Summative and formative assessment approaches
There are two main approaches to assessment for its different
purposes and uses: summative and formative assessment.
Task
• Handout D1.S1.H1 shows various aspects of each main
assessment approach (formative or summative).
• Work with your group and decide which statement describes:
– formative assessment (F)
– summative assessment (S)
4. Assessment of learning
6. Designed for people who are not directly involved in
daily learning and teaching.
9. Final and one-way; presented in a formal report.
10. Usually compares a pupil’s learning with either
other pupils or the “standard” for a grade/level.
11. Given at the end of the year or a unit to check a
pupil's learning after teaching.
D1.S1.16
Formative assessment
3. Designed to assist teachers and pupils.
5. Focuses on improvement and progress towards a learning
goal.
7. Assessment for learning
8. Needs to involve the pupil because the pupil is the person
most able to improve the learning.
12. Checks learning throughout teaching to determine
progress and decide next steps.
13. Usually detailed, specific, and provides descriptive
feedback in words and in relation to success criteria
that have been set.
D1.S1.17
Summative and formative assessment
‘Hinge’ question: a
big question to check
your understanding.
Teaching
Formative
assessment
Learning
Where are we going?
Where is each pupil now?
How do we get there? D1.S1.19
Formative assessment – key concepts
Task
• Discuss with your group the different teaching
strategies for formative assessment on Handout
D1.S1.H2.
• Which key question for formative assessment is most
relevant to each teaching strategy? Match each
teaching strategy to the relevant key question.
• Be ready to give reasons for your matches.
Handout: D1.S1.H2
D1.S1.20
Key concepts: Where are we going?
D1.S1.21
Key concepts: Where is each pupil now?
• Starters and plenaries
These help the teacher know the starting point, and to see a change after
learning.
• Deliberate practice
Learning needs to be broken down into small steps.
• Questioning
Teachers can ask different question types for different purposes.
• Discussions
These may be simple opinion-sharing activities for younger children.
• Quick Scans
All-pupil-response techniques that enable the teacher to quickly check
understanding across a whole class.
• Self-assessment and peer-assessment
Primary pupils will need plenty of support while developing these skills. Pre-
primary children can begin to do this in a very simple way.
D1.S1.22
Key concepts: How do we get there?
D1.S1.24
Principles of formative assessment
D1.S1.27
Consolidating and checking learning
Two-minute Summary
• With your group, write a summary of your learning in
this session.
• You have two minutes.
• Be ready to read out your summary.
Muddy Points
• Write down any ‘muddy points’ on the cards
(something that is still not very clear).
D1.S1.28
Session 2: The use of activities that provide evidence
for formative assessment (1)
Session aims:
• Identify different time cycles, possible ways that pupils
can show what they learned, and purposes for
formative assessment
• Familiarise yourselves with different types of formative
assessment techniques
• Reflect on the session and identify key points of
learning
D1.S2.1
Consolidating learning from Session 1
D1.S2.2
Time cycles in formative assessment
Short cycle
Span Within and between lessons
Length Minute-by-minute and
day-by-day
Teaching and learning Starters and plenaries
strategies Questioning
Self assessment
Peer assessment
Exit cards
D1.S2.3
Time cycles in formative assessment
Medium cycle
Span Within and between
teaching units
Length One to four weeks
Teaching and learning Assignments
strategies Practice tests
End of unit quiz
D1.S2.4
Time cycles in formative assessment
Long cycle
Span Across terms or
teaching units
Length Four weeks to a year (or
more)
Teaching and learning Benchmarking tests
strategies End of term/year tests and
exams
D1.S2.5
Impact of time cycles in formative assessment
D1.S2.6
Time cycles in formative assessment
D1.S2.7
Formative assessment techniques: quick scans
Quick scans
All-pupil-response techniques that enable the teacher to
quickly check understanding across a whole class.
– Traffic lights
– Thumbs up, thumbs down, thumbs sideways
– Hinge question (a big question to check pupils’
understanding)
D1.S2.8
Formative assessment techniques: quick scans
D1.S2.9
Formative assessment techniques: effective questioning
D1.S2.10
Formative assessment techniques: effective questioning
D1.S2.11
Formative assessment techniques: effective questioning
D1.S2.12
Formative assessment techniques: effective questioning
Types of questioning
(from the ancient Greek philosopher Socrates)
1. The Ignoramus: Pretend to be stupid or ignorant to
encourage explanation.
2. The Stingray: Give a shock to pupils’ traditional
way of thinking in the same way a stingray uses
its sting.
3. The Gadfly: This involves asking lots of little
questions intended to push thinking.
4. The Midwife: Ask questions that help give birth to
ideas. D1.S2.13
Formative assessment techniques: effective questioning
D1.S2.14
Formative assessment techniques: effective questioning
A
question you
want to ask
D1.S3.1
What are the benefits of formative assessment?
• Think
On your own, identify the benefits of formative
assessment and write these down on a mini-whiteboard.
• Pair
Combine your ideas with a partner and put these ideas
onto one mini whiteboard.
• Share
Hold your mini whiteboard up. Show your ideas to
everyone.
D1.S3.2
What are the benefits of formative assessment?
D1.S3.3
What are the benefits of formative assessment?
D1.S3.5
Cooperative learning
D1.S3.6
Discussion formats: communication regulator
Discussion topic:
It is important for pupils to speak in their lessons.
Discuss why.
• You have one minute to think before starting.
D1.S3.7
Discussion formats: communication regulator
• ‘Rules’ encourage everyone to participate and stop one
person from dominating the activity.
• Rules help to focus the activity.
D1.S3.8
Checking learning
Work in pairs.
Write down your answers on a mini whiteboard.
D1.S3.9
Session 4: Collecting and analysing evidence;
introduction on giving feedback
Session aims:
• Make decisions about teaching and learning based on
evidence
• Explain the benefits of good feedback on learning
• Discuss different ways of giving feedback
• Reflect on Day 1 and identify key points of learning
D1.S4.1
Starter activity
Put up a card…
green for true, red for false
D1.S4.2
Starter activity
D1.S4.5
Features of good feedback
• It is descriptive
• It is specific
• It focuses on changeable actions
• It identifies what was done well
• It identifies what can be improved
• It should be tied to the lesson plan
• It is most effective when understood using familiar and
relevant words related to the lesson and when it relates to
learning objectives and success criteria
D1.S4.6
Giving feedback
D1.S4.7
Techniques for corrective feedback while speaking
D1.S4.8
Correction code for writing
WW Wrong word
WG Wrong grammar
WO Wrong word order
SP Spelling
P Punctuation
X Extra word
M Missing word
? Not clear
! Silly mistake!
RW Try re-writing
D1.S4.9
Checking and consolidating learning
D1.S4.10
Session 5: Reflection
Session aims:
• Check that outcomes for the day have been achieved
• Consolidate and review the techniques presented
throughout the day
• Reflect on the first day and complete a learning journal
entry
D1.S5.1
Group discussion
D1.S5.2
Group discussion
D1.S5.3
Learning journal
D1.S5.4