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Formative Assessment 1
Where
are we
Self or Peer Pre & Post
Assessment Sharing
going?
Lesson Deliberate Practice
Learning
3 Objective
Feedback
Examplers
How do we
get there? 2 Where is each pupil now?
Formative assessment classroom culture
PIES
Discussion formats: communication regulator
1. Talking Chips-
Denis!
Discussion formats: communication regulator
1. Hot Seat-
Eleanor!
Feedback!
medal
mission
medal
D3.S3.3
• Gallary Poster
Evidence • Postcards
of • Worksheets
learning
• Role Play
Day 2
C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning […]
B2 Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialisation […]
B1 Can understand the main points of clear standard input on familiar matters regularly encountered
in work, school, leisure, etc. […]
A2 Can understand sentences and frequently used expressions related to areas of most immediate
relevance […]
A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type […]
Pre Can understand short, very simple instructions, questions, statements and words provided
A1 that they are delivered slowly and clearly and […] D2.S1.5
Key Concept of CEFR
It is a way of describing language performance
at 6 levels
It covers 4 skills and the language elements
within these.
There are global descriptors and skills-specific
descriptors, which allow us to develop learning
standards for each level.
Content Standards are the broad area of
focus within each skill:
Primary: Listening / Speaking /Reading /
Writing / Language Arts
Pre-school: Listening & Speaking /
Reading* / Writing* [*Emergent skills]
Learning Standards are the more detailed
and observable skills within the area
defined by each Content Standard.
Look at the example Content and
Learning Standards (see handout
D2.S1.H3)
• Developing language for communication within the
four key skills, rather than grammar
specifically.
• ‘can do’ statements help formative assessment
practices.
• The curriculum framework helps teachers plan their
lessons because it shows the specific skills to
focus on.
Handout D2.S1.H4
Session 2:
Planning objective-focused lessons
and identifying success criteria (1)
S MA R T
H a n d o u t
D 2 . S 2 . H 3
SMART learning objectives
D2.S2.5
Success criteria
D2.S2.6
Use product-focused & process-focused success criteria (SC)
Example:
Learning Standard:
2.1.2: Find out about and describe basic everyday routines
Learning objective:
To ask and answer questions to communicate detail of morning routine of a character
Product Success Criterion:
Pupils will have full information about the character’s morning routine
Process Success Criteria:
Pupils will form intelligible questions in third person present tense
Pupils will respond intelligibly to questions in third person present tense
Pupils will understand and produce appropriate vocabulary:
verbs relating to daily routines / times
WALT and WILF and some points to think about
The WALT and WILF acronyms are a good way to make learning objectives
and success criteria accessible to pupils.
• WALT stands for ‘We Are Learning To’ (the learning objective)
• WILT is ‘What I am Looking For’ (the success criteria)
D2.S2.10
Reviewing and developing formative assessment
techniques
Reviewing and developing formative assessment techniques to support
independent learning
to
support independent learning
Growth Mindset Questionaire
When you have finished, add up your score in the first three
questions. Then divide it by 3.
Fixed mindset
• Performance orientation
• Intelligence is static (doesn’t change)
• I must look clever!
• Avoids challenges
• Gives up easily
• Sees effort as pointless
• Ignores useful criticism
• Likely to reach a high point early and achieve less than full potential OR sees themselves
as below average (‘stupid’), and gives up
From: Clarke’s Outstanding Formative Assessment: Culture and Practice (2014, p. 13)
D3.S2.3
Growth mindset
• Learning orientation
• Intelligence is expandable
• I want to learn more!
• Embraces challenges
• Persists in the face of setbacks
• Sees effort as the way forward
• Learns from criticism
• Reaches ever higher levels of achievement
From: Clarke’s Outstanding Formative Assessment: Culture and Practice (2014, p. 13)
D3.S2.4
How to promote growth mindset
D3.S2.5
How to promote growth mindset
D3.S2.6
Self-assessment ideas
D3.S2.8
Peer assessment ideas
• Two stars and a wish: When a pupil gives feedback to another pupil on an aspect
of their learning, the feedback must take the form of two things that were good
(stars) and one area for improvement (wish).
• Peer assessment to improve answers: Pupils work individually on a task and then
in small groups they share their work. They then work together as a group to
generate the best possible answer. Groups share their collaborative results with
the rest of the class.
• Pupils design their own ‘spot tests’: Pupils work in groups preparing their own
short test to check learning. The tests can be swapped within the class and pupils
complete each other’s tests, returning them for marking to the group that
designed the test.
D3.S2.10
REMEMBER!
Show how each of the random words above might link to today’s learning.
Be ready to explain the link.
Key Concept
Formative Assessment 1
Where
are we
Self or Peer Pre & Post
Assessment Sharing
going?
Lesson Deliberate Practice
Learning
3 Objective
Feedback
Examplers
How do we
get there? 2 Where is each pupil now?