CEFR DAY 1

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 D1.S1.3
assessment in practice

• 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 Learning
assessment
D1.S1.19
Where are we going?
Where is each pupil now?
How do we get there?

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
Where is each pupil now? Examples

How do we get there? Starters and plenaries
Deliberate practice
Questioning
Discussions
Quick scans
Self and peer assessment

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 D1.S1.26
with another group.

Handout: D1.S1.H3

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

Teacher Teacher Improvements
responsiveness understanding of made to the
curriculum
improves assessment
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 D1.S2.16
made an impression

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