FORMATIVE ASSESSMENT LDP 2018

What is formative assessment?

 on going assessment
 Teachers and pupils use evidence (pupils’ work) about pupils’ learning to help
them understand how pupils are developing & decide the next step in learning.
 Can be done in the classroom during lesson
 To assess whether the pupils have master the skill or content taught.
 To help shape and form the learning
 Assessment for learning
 Focus on improvement and progress
 Need to involve the pupils
 Detailed, specific and provides descriptive feedback in words in relation to SC

FA key concepts (3)

1. Where are we going?
a. Sharing Learning Objective (LO) and Success Criteria (SC)
b. Exemplars
2. Where is each pupil now?
a. Starters and plenary (pre and post)
b. Deliberate practice (break lesson into smaller parts)
c. Questioning
d. Discussions
e. Quick scan
f. Self & peer assessment
3. How do we get there?
a. Feedback
i. Feed up
ii. Feedback
iii. Feed-forward

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FA techniques (9)
1. Hinge questions
a. General questions

2. 2 minutes summary & muddy points

a. After a lesson pupil summarise what they have learnt
b. Think about the area that they still not clear

3. Quick scan
a. Thumbs / traffic light

4. Questioning strategy

5. Pyramid reflection
a.
A question you want to ask

2 words that have made an impression

3 key words that are important

6. Think pair share

a. Think – on your own
b. Pair – combine ideas with a partner
c. Share – share ideas to class

7. Jigsaw
1 1 2 2
1 1 2 2
1 3
1 1
3 3 2 4
4 4
3 3 4 4

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8. Communication regulator
a. Talking chips
b. Contribution cards

9. Feedback
a. Medal (good points)
b. Mission (area to improve)
c. characteristics
i. Descriptive
ii. Specific
iii. Focus on changeable actions

Questioning techniques
1. Ignoramus – pretend to be stupid or ignorant to encourage explanation
2. The stingray – give a shock to pupil’s traditional thinking
3. The gadfly – involves asking lots of little questions
4. Midwife – ask question to help give birth to ideas

Type of questions
1. Closed
2. Open
3. Follow up

PIES collaborative model

1. Positive interdependence
a. Peer support
b. Learning task is structured that it cannot be done alone
2. Individual Accountability
a. Numbered head together – all pupils come up with an answer and share
then improve in group

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3. Equal participation
a. Hot seat – more and less able pupil have same opportunity to contribute /
participate
4. Simultaneous interaction
a. Pupil work in pairs – pupil A show cards pupil B read it – the whole class
do the same thing at the same time.

Differentiation strategies (8)

1. Strategy 1 – differentiate by instruction and feedback
a. Randomly pick pupils with different level to answer qs
2. Strategy 2 – differentiate by the task pupils are given
a. Gap fill (more able) / MCQ (less able)
b. Open-ended item – good pupils can give more answer
3. Strategy 3 – differentiate by the type and amount of support provided
a. More instruction from trs
b. Use visuals / written words / gestures
4. Strategy 4 – differentiate by the outcome expected from pupils
a. Compulsory plus optional – at least 3 – more able pupils can give more
than that
5. Strategy 5 – differentiate by the time pupils are given to complete a task
a. Less able pupil get more time to complete a task
6. Strategy 6 – differentiate by supporting individual learning preferences and needs
a. Let pupils make the choices of topic they prefer.
7. Strategy 7 – differentiate by the types of questions asked
a. Closed ‘ open questions
8. Strategy 8 – differentiate by the feedback given
a. Complexity of the feedback – make sure the pupils can act on the
feedback
b. Medal and mission

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SMART learning objectives
1. S – specific
2. M – measurable
3. A – attainable
4. R – realistic
5. T – Time-bound

Examples

Learning Objective
By the end of the lesson, pupils will be able to:
1. Write an informal letter about a plan of birthday party in about 100 words

Success Criteria
I can
1. Write an informal letter with the correct format
2. Use pronouns
3. Use ‘be going to’
4. Use future expressions