Formative Assessment Principles and

Practices Training 2018

Introductions

• Trainer to add brief biography to introduce her/himself.

D1.S1.1
Housekeeping

• Training venue (facilities and fire assembly point)

• Materials for today

D1.S1.2
 Training aims

By the end of this training, teachers are expected to…

• Understand formative assessment principles and practices
• Recognise that formative assessment is promoted in the
CEFR-aligned curriculum for teaching and learning
• Be able to apply formative assessment in lesson planning
• Understand how to monitor and interpret formative
assessment
• Understand how to give effective feedback to pupils
• Be able to discuss challenges to applying formative
assessment in practice
D1.S1.3
• Be able to reflect on and discuss future plans.
Session 1: What is formative assessment and how does
it improve teaching and learning?
Session aims:
• Introduce ourselves to the group and know how we will be
working together
• Explain key differences between summative and formative
assessment approaches
• Analyse some key concepts of formative assessment in
teaching and learning
• Familiarise ourselves with one theoretical framework for the
role of formative assessment in teaching and learning
• Reflect on the session and identify key points of learning.

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

1. What do I hope to take away from this course? What do

I want to learn/know more about?
2. What are my main concerns (challenges) for this
course?
3. What do I expect from the course trainer and other
course participants? How can we work together?
On your own
• Fill in your hopes/concerns/expectations on separate
post-it notes
• GREEN = hopes
• YELLOW = concerns
• PINK = expectations D1.S1.6
Hopes, Concerns, Expectations

• Place your post-it notes on the separate sheets of flip

chart paper in the different corners of the room.
• Read through the post-it notes and look for:
– similarities and differences
– categories/groups/connections
– solutions for the concerns
– ‘ground rules’ for how we can work together.

Please be ready to share your thoughts.

D1.S1.7
Expectations for how we will work together

• Working together and supporting each other is

important. For example, those with stronger English
language ability can help by explaining words that
others may not fully understand.
• The handouts contain many of the important points.
We can go through these together for things that are
not clear.
• For some tasks, different groups will be working on
different parts of the task. In this way, you will be able
to learn from each other.

D1.S1.8
Course glossary

• Your glossary can be used for terminology or key

words that are new to you.
• When you meet a new word, write it on a post-it note.
• Write a definition for the word next to/under it.
• If you still don’t understand the new word, ask the
trainer or another participant.
• Stick your post-it notes on a flip chart paper.
• Keep the paper with you so you can build your
glossary.
• We will come back to your glossaries later in the
course.
D1.S1.9
Before Training questionnaire

• Now, please complete the Before Training

questionnaire
www.surveymonkey.co.uk/r/facascadeBEFOREteacher

D1.S1.10
Defining ‘formative’ and ‘assessment’

• What do you understand by the words ‘formative’ and

‘assessment’?
• Discuss in your group what you think each of these
words means.
• Everyone needs to be ready to give a response.

D1.S1.11
What do we mean by ‘formative’?

• Something that helps form or shape something else.

• The word formative in formative assessment refers to

the purpose of assessment: that it is carried out to help
shape and inform the learning.

D1.S1.12
What do we mean by ‘assessment’?

• Making a judgement about what pupils know or are

able to do.
• These judgements are based on the evidence of
learning produced by pupils.

• Note: Don’t forget to use your glossary !

D1.S1.13
What is formative assessment?

Assessment becomes formative assessment when teachers

and pupils use evidence about pupils’ learning to help them:
• understand how pupils are developing
• decide the next steps in learning.

These decisions are likely to be better than decisions that do

not use that evidence.
(adapted from Wiliam, 2018)

Refer to the Teacher Handbook for further information

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)

• Fast finishers: move to another group to offer help.

D1.S1.15
Summative assessment

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.

Can you explain

a key difference
between
summative and
formative
assessment?
D1.S1.18
Formative assessment – key concepts

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?

• Sharing learning objectives and success criteria

Learning objectives describe the new knowledge,
understanding and skills, as well as changes in attitudes,
that pupils will gain by the end of a lesson.
Identifying success criteria for assessing learning will help
the teacher to give specific feedback.
• Exemplars
Providing examples of language use will help pupils
understand where exactly they are going with their learning.

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?

• Feedback as part of a formative process

Three types:
– Feed-up ensures that pupils understand the purpose
of the assignment, task, or lesson (learning
objectives), including how they will be assessed
(success criteria)
– Feedback provides pupils with information about their
successes and needs
– Feed-forward identifies the next step in the learning
and how to get there
All three are required if pupils are to learn at high levels.
D1.S1.23
Checking your answers

Where are we going? Sharing learning objectives and success criteria

Examples
Where is each pupil now? Starters and plenaries
Deliberate practice
Questioning
Discussions
Quick scans
Self and peer assessment
How do we get there? Feedback

D1.S1.24
Principles of formative assessment

1. Sharing and understanding learning objectives and

success criteria
2. Helping pupils to show what they learned (e.g. in
classroom discussions)
3. Giving feedback that moves learning forward
4. Helping pupils to help and support each other with their
learning
5. Helping pupils to be owners of their learning

(Adapted from Wiliam, 2018)

D1.S1.25
Principles of formative assessment
In your group, discuss the following questions:
1. What are learning objectives and success criteria?
2. When do pupils produce evidence of learning?
3. Who gives the feedback that moves learning forward?
4. How can pupils help and support each other in their
learning?
5. Why do pupils need to be owners of their learning?

Make a note of your answers to share

with another group.
Handout: D1.S1.H3 D1.S1.26
Formative assessment classroom culture

• Placing emphasis on the process of teaching and

learning, and actively involving pupils in that process
• Building pupils’ skills for peer assessment and
self assessment
• Helping pupils to understand their own learning, and
develop appropriate strategies for “learning to learn”

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

• Responses to ‘muddy points’

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

Short cycle Medium cycle Long cycle

Pupil engagement Pupils understand Benchmarking for
increases how they are being pupil progress
assessed

Teacher Teacher Improvements

responsiveness understanding of made to the
improves assessment curriculum
improves

D1.S2.6
 Time cycles in formative assessment

Can you explain the three time cycles to your

colleagues?

Thumbs up: showing agreement

Thumbs sideways: not sure
Thumbs down: showing disagreement

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

Do you know how to use a Quick Scan

in a lesson?

• Red: I don’t understand

• Amber: I almost get it, but I need
confidence
• Green: I understand it, and I can
support others

D1.S2.9
Formative assessment techniques: effective
questioning
• On average teachers ask 300 + questions a day
• Most questions involve the IRF (or IRE) cycle:
Initiation, Response, Feedback (or Evaluation)
• Average wait time is less than 1 second
• 80% of talk in the classroom is done by the teacher
• Pupils ask surprisingly few questions given that they
are doing the learning

D1.S2.10
Formative assessment techniques: effective
questioning
Open and closed questions

Closed questions = ‘yes’ / ‘no’ / one-word answers

Open questions = several possible answers / encourage

thinking

Follow-up questions = extend thinking and learning

D1.S2.11
Formative assessment techniques: effective
questioning
Teaching strategies for effective questioning

1. ‘No hands up’ and nominated questioning

(the teacher selects a pupil to answer)
1. Wait time and pose/pause/pounce/bounce
(basketball not ping pong!)
3. Distributing questions using lollypop sticks
4. Mini whiteboards

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

1. What does the word ‘formative’ mean, because I’ve

never seen this word before?
2. What if formative assessment didn’t exist?
3. Do you think questioning is important?
4. What tips could you give to a new teacher about how
they ask questions in the classroom?

D1.S2.14
Formative assessment techniques: effective
questioning
Tips for effective questioning
• Plan questioning carefully
• Use big questions to introduce a new topic
• Ask questions that dig deeper than the surface
(‘probing’ questions)
• Use statements for discussion rather than questions
• Encourage pupils to make their own questions
• Create a supportive atmosphere – welcome mistakes
• Interpret what pupils say – don’t just evaluate

D1.S2.15
Pyramid reflection: think back over this session…

A
question you
want to ask

Two words that have

made an impression
D1.S2.16

Three key words that are important

Session 3: The use of activities that provide evidence
for formative assessment (2)
Session aims:
• Understand different productive/receptive task features
that embed formative assessment opportunities
• Familiarise yourselves with a few discussion formats
and how these contribute to formative assessment
• Practise using a few different types of formative
assessment techniques to collect evidence of learning
• Reflect on the session and identify key points of
learning

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?

Benefits for teachers:

• Planning, teaching, responding and intervention

become more in line with pupil learning.
• Teaching and learning are focussed
on ‘the Zone of Proximal
Development’ (Vygotsky).
• There is more emphasis on
learning than performance.

D1.S3.3
What are the benefits of formative assessment?

Benefits for pupils:

• Pupils are encouraged to think more explicitly about

learning.
• Pupils become owners of their own learning: setting their
targets, monitoring and evaluating their own learning,
becoming aware of their own strengths and areas for
development as a learner.
• Motivation raised through active engagement in learning.
• Helps develop a ‘growth mindset’: pupils develop
strategies to help themselves when they find things
difficult.
D1.S3.4
Cooperative learning: jigsawing

• Stage 1: you are placed in ‘expert’ groups and together

you learn about (become experts on) one aspect of the
PIES cooperative learning model
(see Handout D1.S3.H2).
• Stage 2: you are placed in a new group so that each
group has an expert for each part of the model.
Experts take it in turns to teach to the others their part
of the model.

D1.S3.5
Cooperative learning

Discuss the following questions in your group:

1. How can you apply the PIES model to the cooperative
learning activity you have just experienced?
2. What are the different receptive and productive skills that
were involved in the cooperative learning activity?
3. How could a teacher give feedback about these skills to
pupils?

Please be ready with a response!

D1.S3.6
Discussion formats: communication regulator

• You will work in new groups of 3–4 people.

• You each have three contribution cards. In the discussion
you can only make a contribution by placing your card on
the table.
• When you have used up all your cards you have to listen
only.

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.

Look at the other examples of communication regulators

on Handout D1.S3.H3. Briefly tell your group:
• Have you ever used one of these techniques or something
similar?
• How suitable are they for your primary or preschool
classroom?

D1.S3.8
Checking learning

Work in pairs.
Write down your answers on a mini whiteboard.

1. What is a principle of formative assessment

according to Wiliam?
2. What is a benefit of formative assessment?
3. What techniques of formative assessment do you
know?

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

1. Formative assessment helps to create a culture of

learning rather than a culture of performance.
2. The point of formative assessment is for teachers to
take responsibility for pupils’ learning.
3. Metacognition refers to pupils’ self-confidence.
4. Summative assessment takes place during the
learning process not at the end.
5. A benefit of formative assessment is that teachers
have less marking.
6. Wait time is the time given between asking and then
collecting a response to a question.
D1.S4.3
Evidence of learning
What evidence of learning can you help pupils to generate?
• Work in small groups to create a ‘gallery poster’.
• The poster will show at least three ideas for different written
and/or spoken tasks for pupils in language lessons.
For example:
– Written task: writing (or completing) a postcard from a
holiday
– Speaking task: performing a role play.
Tasks can also be at a word and sentence level.
• Say what evidence of learning each task creates. For example,
what speaking skills would a role play demonstrate? what
writing skills could writing/completing a postcard from a holiday
help develop?
• Tasks can be for one or for several different grades. Say which
grade they are intended for. D1.S4.4
Features of good feedback

What are the features of good feedback?

• Discuss in groups the features of good feedback.

• Write down key words/phrases on mini whiteboards.
• Be ready to share your words and explain your ideas.

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

• How do you give feedback?

• What do you do well?
• How could you improve?

• Make notes or draw a diagram in the box to help you

(see Handout D1.S4.H1).

D1.S4.7
Techniques for corrective feedback while speaking

• On-the-spot verbal feedback techniques (explicit

correction; elicitation; metalinguistic feedback; clarification
requests)
• Silent pointing & gesturing

See Handout D1.S4.H2

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

• Complete your ‘Find someone who…’ form (Handout

D1.S4.H3)
• Move around the room.
• Ask each other questions to find out how much you
can recall about today’s 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

• Review the learning objectives from the Day 1

sessions
• Discuss in groups: Have these been achieved?

D1.S5.2
Group discussion

In your group, discuss the various formative

assessment techniques that you can identify from
the Day 1 sessions.

D1.S5.3
Learning journal

• On your own, write up your first learning

journal entry.
• Question prompts are provided on Handout
D1.S5.H1.

D1.S5.4