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D2.S1.1
Formative assessment bingo
D2.S1.2
The Common European Framework of Reference (CEFR)
D2.S1.4
The Common European Framework of Reference (CEFR)
D2.S1.5
The Common European Framework of Reference (CEFR)
D2.S1.6
The new curriculum framework
D2.S1.8
The new curriculum framework
D2.S1.9
The new curriculum framework
D2.S1.11
A model of progression
D2.S1.12
A model of progression: principles for progression
D2.S1.14
Questions you would like to ask…
D2.S2.1
Formative assessment collocations
Handouts D2.S2.H1, H2
D2.S2.2
SMART learning objectives
D2.S2.6
Devising success criteria
Example:
Learning Standard:
• 4.1.2: Explain causes and consequences of i) actions ii) events or iii)
simple processes (Form 4, B1 mid)
Learning objective:
• To write an explanation of the process of climate change
Product Success Criterion:
• Pupils will give the reader a clear understanding of the causes and
consequences of climate change
Process Success Criteria:
• Pupils will form sentences using the correct forms of the present tense
• Pupils will use linking words (first of all, next) to show the process
• Pupils will use words like (resulted in, consequently) to show effect
D2.S2.7
Developing success criteria
D2.S2.10
Tell me three things...
D2.S2.11
Session 3: Integrating formative assessment into teaching
and learning with the new CEFR-aligned curriculum
Session aims:
• Find opportunities to use formative assessment in the
new curriculum
• Identify short- and long-term learning objectives based
on the learning standards
• Find opportunities to apply formative assessment
techniques as part of receptive and productive
language tasks
• Reflect on the session and identify key points of
learning
Handout D2.S3.H1 D2.S3.1
Planning for formative assessment
Part One:
• Your group has been given a learning standard from the
new curriculum.
• Based on this learning standard, develop a SMART
learning objective, as well as product and process
success criteria for that objective. Ensure these are
written in pupil-friendly language. Use the flip chart paper
to present your ideas.
Part Two:
• Plan backwards from the learning objective(s) and
identify a sequence of activities/tasks that will enable
pupils to achieve the learning objective(s).
• Identify the formative assessment opportunities
alongside the ideas for activities or tasks.
• Be ready to talk us through your ideas. Use the flip chart
paper to present your planning.
D2.S3.3
Planning for formative assessment: an example
Content Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard
Form 1 Form 2 Form 3 Form 4 Form 5
D2.S3.7
Participants are the trainer
D2.S3.8
Starter - Visualising a lesson
D2.S4.2
Lesson planning
D2.S4.4
Success criteria
• Success criteria are specific and measurable descriptions
of what success looks like when the learning objective
(goal) is reached.
• These criteria can be communicated to pupils using a
rubric. A rubric is a grid that shows a range of criteria and
levels of performance for each criterion. (See Handout
D2.S4.H3)
Levels of performance
criteria
D2.S4.5
Success criteria
D2.S4.6
Peer feedback
Session aims:
• Check that outcomes for the day have been achieved
• Review the ‘hopes’ post-it notes from Day 1
• Reflect on the second day and complete a learning
journal entry
D2.S5.1
Group discussion
D2.S5.2
Review post-it notes
D2.S5.3
Learning journal
D2.S5.4