Formative Assessment Cascade Training

(Preschool & Primary): Day 2

Handout D2.S1.H1

Bingo sheet
Complete the bingo sheet using the words in the box below.

Definitions for each term below will be read out with a number. If that definition matches with
a term on the bingo sheet then write down the definition’s number in that square.

Call out ‘bingo’ when you have a line of numbered squares.

formative
feed forward _________ _________
assessment

learning
wait time _________ starter
objective

communication success
_________ _________
regulator criteria

peer summative hinge

assessment assessment question

Complete the bingo sheet with these words:

plenary assessment exemplars

self assessment cooperative learning quick scan

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Handout D2.S1.H2

CEFR global scale descriptions and levels

Work on your own, matching the CEFR global scale descriptors to the correct level (C2 is
the highest level). Draw lines to show your matches.

Can understand the main points of clear standard input on familiar

matters regularly encountered in work, school, leisure, etc. Can deal
with most situations likely to arise whilst travelling in an area where the
Proficient user

C2 language is spoken. Can produce simple connected text on topics,

which are familiar, or of personal interest. Can describe experiences
and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
Can understand sentences and frequently used expressions related to
areas of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can
C1 communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar and routine matters. Can describe
in simple terms aspects of his/her background, immediate environment
and matters in areas of immediate need.
Can understand a wide range of demanding, longer texts, and
recognise implicit meaning. Can express him/herself fluently and
Independent user

spontaneously without much obvious searching for expressions. Can

B2 use language flexibly and effectively for social, academic and
professional purposes. Can produce clear, well-structured, detailed text
on complex subjects, showing controlled use of organisational patterns,
connectors and cohesive devices.
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can
introduce him/herself and others and can ask and answer questions
B1 about personal details such as where he/she lives, people he/she
knows and things he/she has. Can interact in a simple way provided
the other person talks slowly and clearly and is prepared to help.
Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialization. Can interact with a degree of fluency and spontaneity
A2 that makes regular interaction with native speakers quite possible
Basic user

without strain for either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a topical issue giving
the advantages and disadvantages of various options.
Can understand short, very simple instructions, questions, statements
and words provided that they are delivered slowly and clearly and
accompanied by visuals or manual gestures to support understanding
A1 and repeated if necessary. Can produce short sentences, ask and
answer questions about him/herself and daily routines, using short,
formulaic expressions and relying on gestures to reinforce the
information.

Pre Can understand with ease virtually everything heard or read. Can
summarise information from different spoken and written sources,
A1 reconstructing arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex
situations.

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Handout D2.S1.H3

Examples of Content and Learning Standards in the new Curriculum Framework

Look at the examples below for pre-school, primary and secondary. These focus on related Content Standards.
Discuss the way the Learning Standards develop across the curriculum from pre-school to primary.

A: Pre-school Curriculum Framework:

Content Standard Learning Standard Learning Standard
Year 4+ Year 5+
Working towards A1 Working towards A1
BI 1.3.1 BI 1.3.2
BI 1.3 Participate politely in daily conversations to Name favourite things and activities
Listen, understand (i) exchange greetings BI 1.3.3 Listen to and respond to oral texts
and respond in a (ii) show appreciation BI 1.3.4 Participate in talk about familiar activities and experiences
variety of contexts (iii) introduce themselves BI 1.3.5 Participate in talk about stories heard
(iv) express feelings BI 1.3.6 Participate in role play about familiar daily situations
(v) make simple requests

B. Primary Curriculum Framework

Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working towards
A1 Low A1 Mid A1 High A2 Low A2 Mid
A1
1.2 1.2.1 1.2.1 1.2.1 1.2.1 1.2.1 1.2.1
Understand Understand the Understand with Understand with Understand with Understand with Understand Understand with
meaning in a main idea when support the main support the main support the main support the main with support little or no support
variety of listening to idea of very simple idea of simple idea of short idea of longer the main idea the main idea of
familiar texts on familiar phrases and sentences simple texts simple texts of longer longer simple
contexts topics sentences simple texts texts on a range
on a range of of familiar topics
familiar topics

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C: Secondary Curriculum Framework
Learning
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard
Standard
Form 1 Form 2 Form 3 Form 4 Form 5

A2 High B1 Low B1 Mid B1 High

Revise A2
1.1 Understand the 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1
Understand main idea when Understand with Understand Understand Understand Understand
meaning in a variety listening to texts on little or no support independently the main independently the main independently the main independently the main
of familiar contexts familiar topics the main ideas in ideas in simple longer ideas in simple longer ideas in extended texts ideas in extended texts
simple longer texts texts on a range of texts on an increased on a wide range of on a wide range of
on a range of familiar topics range of familiar topics familiar topics familiar topics and some
familiar topics unfamiliar topics

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Handout D2.S1.H4

Evaluating EFL (English as a Foreign Language) writing

and speaking activities
On your own, place the activities according to their level on the CEFR, starting at pre-A1 and
going up to B1. There are two activities per level.

In groups, discuss ideas about the progression from one task to the next task. What
principles for progression can you identify?

CEFR CEFR
Writing activity Speaking activity
level? level?
a. Complete the sentences about b. Tell your partner about
where you live and what you the poster you have
like to do. made about a capital
city.
Use the words in the word
bank in your sentences.

c. Write a description of the d. Talk with your partner.

character you have invented.
Use five adjectives to
Use adjectives to describe describe the weather.
your character.

Aim for at least eight

sentences.

e. Write a report of our recent trip f. What do you like? Point

to the museum. Make sure to the food picture and
your writing includes the tell your partner I like…
following:
 Past tenses
 Paragraphs
 Linking words (first, then,
next)
 Adjectives to describe
feelings and experiences

g. With your partner, match the h. In your groups, discuss

colour words and the pictures. the effects of tourism
on an inhabitant of a
mountain village. What
do you think about the
proposal for a tourist
resort in the village?

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Handout D2.S1.H5

Questions you would like to ask…

Write down two questions to ask other participants about Day 2, Session 1.

Question 1:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Question 2:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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Handout D2.S2.H1

Formative assessment collocations

Match the word on the left with the word that goes with it on the right.

feed time

learning question

communication forward

wait lights

quick criteria

hinge objective

peer card

success assessment

exit regulator

traffic scan

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Handout D2.S2.H2

Information Gap Activities

An information gap activity is based on creating a situation where pupils need to
communicate with each other to get information from each other (and therefore close the
gap!).
This may be to find something out that someone already knows (activating prior knowledge),
or the teacher might give pupils some information that other pupils then need to find out.

Ideas for information gap activities in language lessons

Find Someone Who…
Pupils are given a list of, for example, personal information, facts or opinions about a
topic. They then need to walk around the classroom asking each other questions to find a
person that can answer an item on the list. They put this person’s name next to that item.
The activity can be timed to see who can fill in the most names.

The activity can be used to practise forming question sentences.

Talking into Drawing

An activity for pairs. One pupil has a picture or diagram and must describe that
picture/diagram to their partner who makes a drawing of what they are being told.

This activity can be used to practise the use of colour words and other descriptive
adjectives, adverbs of place, etc., as well as consolidating learning relating to a specific
topic and developing focussing and attention skills.

Collocations/Definitions Matching
Each pupil is given one half of a subject or topic-specific collocation or matching words.
They need to find a pupil who has the other half of the collocation/a match. Alternatively,
pupils can be given either a key word, a picture or definition and must find the correct
matches.

The activity can be used to practise vocabulary.

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Handout D2.S2.H3

SMART learning objectives

Place a tick next to the learning objectives that you think are SMART and a cross next to
those you think are not SMART.

1. We are learning to explain key concepts used to describe parts

of speech and grammar structures.

2. We are learning to be aware of formal and informal assessment.

3. We are learning to write effective learning objectives.

4. We are learning to understand the advantages and

disadvantages of presentation techniques.

5. We are learning to select appropriate lesson materials.

6. We are learning to understand the reasons mistakes occur.

Rewrite the ones with a cross next to them to make them SMART.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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Handout D2.S2.H4

What to consider when using learning objectives

Sharing learning objectives with pupils is an important part of formative assessment practice.
You need to allow time to discuss learning objectives with pupils, so that they fully
understand them, can relate them to the big picture (where they are going in their learning)
and can use these objectives to take responsibility for their own learning.

Also think about…

 Separate learning objectives from the context of learning

Confused learning Clarified learning Context of learning

objective objective
We are learning to write We are learning to write Making a cheese
instructions on how to clear instructions sandwich
make a cheese sandwich
We are learning to write We are learning to write
an email to a friend telling about future plans Writing about plans for
them about our plans for We are learning to write the weekend
the weekend personal emails

Separating the learning objective from the learning context helps the pupil to apply
their learning in other contexts.

 Be aware of whether learning objectives are open or closed (this has implications for
your success criteria)

Closed Open
We are learning to write a profile of a
We are learning to use question marks wild animal
We are learning to distinguish sounds in
We are learning to catch a ball speech
We are learning to know the major cities We are learning to use adjectives in
of Europe writing stories

 Use learning objectives that focus on broader learning skills (‘learning about
learning’)
For example:
o We are learning to work well in a group
o We are learning to listen carefully to our classmates
o We are learning to ask good questions

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Handout D2.S2.H5

Sample of pupil’s work.

Sample 1: Year 4 (Page 1 of 2: Text)

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Sample 1: Year 4 (Page 2 of 2. Pupil’s answers)

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Sample 2: Year 2

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Sample 3: Year 3

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Sample 4: Year 2

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Handout D2.S3.H1

Formative assessment word search

Complete in pairs the formative assessment word search with terms from Days 1 and 2.

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Handout D2.S3.H2

Using the learning standards from the new curriculum

A. D.
Content Standard Learning Standard Content Standard Focus Learning Standard

Year 5+ Year 4

Working towards A1 A1 High

BI 1.2 BI 1.2.6 2.1 Communicate simple 2.1.4
Listen and respond Listen to and recite poems and rhymes information clearly
appropriately BI 1.2.7 Communicate simple Give reasons for simple
Listen to, enjoy and respond to stories information intelligibly predictions

B. E.
Content Standard Focus Learning Standard Content Standard Focus Learning Standard
Year 1 Year 5
Working towards A1 A2 Low
1.2 Understand 1.2.5 2.1 Describe people 2.1.5
Understand meaning in a questions on Understand short Communicate simple and things clearly Describe people, places and
variety of familiar contexts familiar topics supported questions information intelligibly objects using suitable
statements

C. F.
Content Standard Focus Learning Standard Content Standard Focus Learning Standard
Year 3 Year 6
A1 Mid A2 Mid
2.1 Communicate simple 2.1.1 2.3 Communicate 2.3.1
Communicate information about Ask about and express Communicate information, events Narrate short stories,
simple information themselves clearly basic opinions appropriately to a and stories clearly to events and experiences
intelligibly small or large group an audience

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Handout D2.S4.H1

Visualising a lesson
Create a visual representation of your ideal lesson. This can be a drawing, cartoon, diagram
etc.

Share your visual representations with a partner.

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Handout D2.S4.H2

Lesson plan template

SUBJECT : ENGLISH

YEAR/FORM :

DURATION

THEME :

TOPIC :

FOCUS SKILLS : L/S/R/W/LA/LiA :

CONTENT STANDARD :

LEARNING STANDARD :

LEARNING OBJECTIVES :

CROSS CURRICULAR ELEMENTS :

*ACTIVITIES : i. PRE-LESSON :

ii. LESSON DEVELOPMENT :

iii. POST-LESSON :

TEACHER’S REFLECTION

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Handout D2.S4.H3

Example assessment rubric

Here is an example rubric for assessing teamwork. You can develop your own rubric, you
can make the statements begin with can-do instead.

Performance levels
Teamwork 4 points 3 points 2 points 1 point 0 points
Success
Criteria
Cooperation You You You You You rarely or
cooperated cooperated cooperated cooperated never
with your most of the some of the occasionally. cooperated
peers time. time. with your
throughout peers.
the activity.
Conflict You helped You helped You helped You You rarely or
Resolution to resolve to resolve to resolve occasionally never helped
conflicts conflicts conflicts helped to to resolve
whenever most of the some of the resolve conflicts.
they time. time. conflicts.
occurred.
Responsibility You were a You were a You were a You were You were
responsible responsible responsible occasionally a rarely or
teammate teammate teammate responsible never a
throughout most of the some of the teammate. responsible
the activity. time. time. teammate.
Ability to You were You were You were You were You were
Compromise able to able to able to occasionally rarely or
compromise compromise compromise able to never able to
throughout most of the some of the compromise. compromise.
the entire time. time.
activity.
Feelings and You You You You You were
Feedback expressed expressed expressed occasionally rarely or
your your your expressed never able to
feelings and feelings and feelings and your feelings appropriately
gave helpful gave helpful gave helpful and gave express your
and and and helpful and feelings or
appropriate appropriate appropriate appropriate give helpful
feedback feedback feedback feedback. and
throughout most of the some of the appropriate
the entire time. time. feedback to
activity. teammates.

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Handout D2.S4.H4: Template for lesson plan assessment rubric

Performance levels
Success criteria Competent Developing Beginning

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Handout D2.S4.H5

Micro-teaching task for Day 4

Task instruction

You will be working in groups to plan and deliver a short micro-teaching activity
on Day 4 that focuses on a specific aspect of formative assessment practice.

Plan a 15-minute teaching session on one aspect of formative assessment that

will engage pupils.

In your micro-teaching, you need to be able to…

o State achievable learning objectives and specify success criteria

o Start with a starter activity and conclude with a plenary opportunity
o Build in a formative assessment opportunity
o Use active learning approaches and techniques
o Demonstrate your knowledge and understanding of formative
assessment principles and practice
o Create a safe learning environment

Remember: Keep your micro-teaching session focused!

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Handout D2.S4.H6

Micro-teaching session plan template

Teachers:
Topic:
Aim:
Learning Objectives:

Timing Pupil Activities Teacher Activities Resources Formative Assessment

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 xxx con

Timing Pupil Activities Teacher Activities Resources Formative Assessment

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Handout D2.S5.H1

Learning journal entry 2

Respond to no more than three of the following prompts for your reflection on your learning
in Day 2.

 Today I learned…
 I was surprised by…
 The most useful thing I will take from today is…
 I was particularly interested in…
 What I liked most from today was…

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Handout D2.S3.H1 answer key

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