Starter – True/False statements about formative

assessment
• Eight statements about formative assessment
have been placed on the walls around the room.
• Work with a partner. Move around the room and
decide whether a statement is True or False.
• When you have finished, record your answers on
Handout D3.S1.H1.

D3.S1.1
Session 1: Reviewing and developing formative assessment
techniques in receptive and productive skills
Session aims:
• Explain the concept of deliberate practice
• Understand how to plan for deliberate practice
• Develop tasks at word, sentence and text levels for
practising and developing specific language skills and
knowledge
• Reflect on the session and identify key points of
learning

D3.S1.2
Deliberate practice

Deliberate practice: learning is broken down into small

steps so that…
• Pupils can be given tasks to help them improve specific
skills and knowledge.
• The focus in deliberate practice is always on specific
areas of learning to improve.
• By breaking generic skills and complex tasks down into
small steps, working memory is not overloaded.
• Feedback can be very precise because it can focus on
the specific skill that has been practised.
D3.S1.3
Planning for deliberate practice

• Your group will be given a particular content standard

from the new Curriculum Framework to focus on
(Handout D2.S1.H3 from Day 2)
• Discuss in your groups how to break down the skill
described in the content standard into smaller steps and
skills.
• Develop activities that could help pupils practise the ‘little’
skills that will help them work toward achieving the
‘bigger’ skill described in the content standard.
• Be ready to present your ideas as a group.
D3.S1.4
Group presentations

• Please be ready to give feedback on each

other’s ideas.

• Remember the features of good feedback that

have been discussed on the course so far.

D3.S1.5
Recipe Time

• Write a recipe of the session we have just had (or

your learning from the session).
(Use Handout D3.S1.H2)

D3.S1.6
Session 2: Reviewing and developing formative assessment
techniques to support independent learning
Session aims:
• Explain the concept of growth mindset
• Use self and peer assessment to involve pupils in
assessment
• Understand how to support pupil recognition of
intended learning and implication on their development
• Understand and discuss ways to build pupil autonomy
and encourage pupil voice through pupil feedback
• Reflect on the session and identify key points of
learning

D3.S2.1
Growth Mindset Questionnaire

• Please complete the Growth Mindset Questionnaire

• Complete it on your own
• Be honest in your answers!

• When you have finished, add up your score in the first

three questions. Then divide it by 3.
• Compare your answers with the person next to you.

D3.S2.2
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

• In your groups, think of ways to support and

promote a growth mindset in pupils.
• Discuss and identify practical ideas that can be
used in the classroom.
• Be ready to share your ideas.

D3.S2.5
How to promote growth mindset

• Create a climate in which pupils feel safe and become

willing to take risks.
• Acknowledge ‘mistaken’ answers by finding something
positive.
• Use C3B4ME (i.e. See Three Before Me).
• Involve pupils in planning.
• Praise growth mindset: focus on praising effort by
using key phrases: ‘You mean you don’t know yet’;
‘Don’t say no — have a go’; Well done! You’re learning
to…’.
D3.S2.6
Self assessment and peer assessment

Self and peer assessment are important teaching and

learning strategies in formative assessment practice. These
strategies ensure that pupils are involved in assessment and
are able to help each other with their learning.

• In your groups, think of different self and peer

assessment activities.
• Be ready to share your ideas.

D3.S2.7
Self-assessment ideas

• Learning logs: These logs record a pupil’s responses to

questions about what went well in their learning and what
could be even better (Use several open-ended prompts so
that a pupil can chose two or three to respond to).
• Exit cards: These record a pupil’s responses to questions
about what went well in their learning and what could be
even better. The cards are usually completed as part of a
plenary phase in a lesson.

D3.S2.8
 Self assessment in practice

• 'Find one example you are really proud of and circle it. Tell
the person next to you why you are pleased with it.’

• ‘Decide with your partner which of the success criteria you

have been most successful with, and which one needs help
or could be taken even further.’

• 'You have five minutes to find one place where you could
improve. Write your improvement at the bottom of your
work.’

D3.S2.9
 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
Target-setting and Individual Learning Plans (ILPs)

The setting of learning targets, or goals, is important for

formative assessment practice. Teachers should involve
pupils in discussing and setting their targets. Pupils then take
action to achieve those targets. They then evaluate their
progress to see if the target has been met and finally, set new
targets or revise ones that were not achieved.

Set learning Work towards

Evaluate progress
target achieving target

D3.S2.11
Target-setting and Individual Learning Plans (ILPs)

ILPs are a way to record target-setting and ensure pupil

recognition of intended learning. ILPs record pupil progress
lesson-by-lesson and can raise motivation. ILPs often have
three sections: the learning target (which needs to be
SMART): the planned action(s) to achieve the target; and an
opportunity for the pupil to review or evaluate own progress.

SMART Target
Action(s) to achieve target
Review/evaluation of progress
D3.S2.12
Using ILPs with primary and pre-school pupils

• Setting and evaluating progress against targets is not

something that comes naturally or easily to young children.
It is a skill that needs to be developed.
• At younger ages, we can introduce this strategy in a very
basic form to begin this process.

• In groups, discuss:
How can we implement ILPs with the following age groups?
• Pre-school
• Lower primary
• Upper primary
D3.S2.13
Pupil voice

• In your groups, think of different ways (or methods)

of collecting feedback from pupils.
• Discuss and identify what the different purposes of
collecting feedback could be. What would you ask
and what would you do with the information
collected?

D3.S2.14
Pupil voice

• Surveys and questionnaires

• Exit cards
• Learning logs
• Focus groups
• Class meetings
• Informal feedback

D3.S2.15
Get creative

Banana Green Tourist Toy Phone

• Show how each of the random words above might

link to today’s learning.
• Be ready to explain the link.

D3.S2.16
Session 3: What is effective feedback? A model for
giving feedback
Session aims:
• Understand the ‘medals and missions’ model for
effective feedback
• Set SMART targets for pupils
• Use the ‘medals and missions’ model to record
evidence of learning achieved and identify areas which
require further development
• Reflect on the session and identify key points of
learning

D3.S3.1
Describe and draw

• Work in pairs. Decide who is A and who is B.

• A describes the image (on Handout D3.S3.H1) to
B.
• B draws what is described to them (without
looking at the handout).

When the drawing is finished, compare B’s drawing

with the original image. Discuss how the image
relates to the topic of ‘feedback’.
D3.S3.2
‘Medals and missions’ feedback

‘Medals and Missions’

(Petty, 2014) goals

medal
mission
medal

D3.S3.3
 ‘Medals and missions’ feedback
You used question words to ask your partner about their weekend.
Your partner could answer your questions correctly. Next time,
remember to speak a little more clearly and carefully by slowing
down a little.

Medal: This is: You used question words to ask your partner about
their weekend. Here the pupil is receiving a medal that relates to
language use. It might also relate to understanding of subject
knowledge for some activities.
Mission: This is: Remember to speak a little more clearly and
carefully. This mission relates to a speaking skill and draws the
pupil’s attention to a specific aspect of that skill. It could also relate
to language use.
D3.S3.4
SMART targets

By the end of the lesson:

Improve how clearly I speak by planning
what to say, then speaking more slowly
and carefully.

Improve my speaking.

D3.S3.5
SMART targets and ILPs

• Look through the

examples of targets in
Handout D3.S3.H2.
• Indicate which targets
are SMART.
• Those targets that
aren’t SMART, make
them SMART!
D3.S3.6
Using ‘medals and missions’ feedback

• Your group was given an example of pupil work

on Day 2.
• You developed success criteria for the work. Use
these criteria for writing ‘medals and missions’
feedback for the pupil.
• Be ready to share your written feedback.

D3.S3.7
Story time

• Retell the session’s learning as a story.

• Ensure you have a beginning, a middle and an
end.
• Be ready to share your story.

D3.S3.8
Session 4: Using differentiation effectively in planning
activities
Session aims:
• Describe the purpose and applications of differentiated
learning
• Explain the link between differentiation and planning
formative assessment
• Apply strategies for differentiation based on pupils’
different levels, interests and approaches to learning
• Reflect on Day 3 and identify key points of learning

D3.S4.1
Formative assessment crossword

• Can you complete the formative assessment

crossword (Handout D3.S4.H1)?

D3.S4.2
Purpose and applications of differentiated learning

Differentiated learning is an approach to planning

lessons for a class of individuals.

It is a way of thinking about the classroom so that:

• Each pupil’s learning needs are met
• Each pupil reaches their potential

D3.S4.3
 Purpose and applications of differentiated learning

Differentiation can occur in the content, process, or product.

For example:

• Differentiating content allows some pupils to work ahead

independently and cover the content faster than others or at
a deeper level than others.
• Content may also be differentiated through topic focus so
that pupils work with something that interests them or helps
fill a gap in their understanding.

D3.S4.4
Purpose and applications of differentiated learning

• Differentiating the process means varying learning

activities to provide different methods for pupils to learn
in different ways.
• This may involve using different types of input or
activity – visual, written, physical, etc.

D3.S4.5
Purpose and applications of differentiated learning

• Product can be differentiated by asking different pupils

to have different end results of an activity.
• Some pupils may have targets or expectations that are
reduced or increased.
• Some pupils may be asked to produce more or less
complex or cognitively challenging work.
• Some pupils may be asked to produce something in
fully written form, others less full or in spoken form.

D3.S4.6
Differentiation and planning formative assessment

• Think (on your own):

What is the link between differentiation
and formative assessment?

• In pairs: Discuss your ideas with a partner

• Share: Be ready to share your ideas

D3.S4.7
Differentiation and planning formative assessment

• You have a set of four differentiation strategies based on

those from the new CEFR-aligned preschool and primary
(Years 1 & 2) Schemes of Work.
• Read the strategies carefully and match them with a
heading.

• Move to another group and explain the four strategies

without reading from the paper.

D3.S4.8
Strategies for differentiation

This is a case study activity. The case study

describes a particular class of Year 6 pupils and
their teacher. (See Handout D3.S4.H3)
• On your own, read though the case study.
• Discuss in your group the strategies for
differentiation and formative assessment
techniques you would recommend the teacher
use with this group of learners.
• Be ready to share your ideas.
D2.S4.9
Formative assessment board game

• You will have a game sheet (Handout

D3.S4.H4), dice and counters. Choose a
timekeeper for your group
• Put the counters at the ‘start’ and take it in
turns to throw the dice.
• Move your counter and follow the instruction
on the square you land on. Talk for one minute
only (timekeepers need to monitor this).

D3.S4.10
Session 5: Reflection

Session aims:
• Check that outcomes for the day have been achieved
• Consolidate and review the techniques presented
throughout the day
• Reflect on the third day and complete a learning
journal entry

D3.S5.1
Group discussion

• Review the aims from the Day 3 sessions.

• Discuss in groups whether you feel these have
been achieved.

D3.S5.2
Group discussion

In your group, discuss the various formative

assessment techniques that you can identify from
earlier sessions.

D3.S5.3
Learning journal

• On your own, write up your third learning

journal entry.
• Question prompts are provided on Handout
D3.S5.H1 for the reflection.

D3.S5.4