Вы находитесь на странице: 1из 27
Formative Assessment Cascade Training (Preschool & Primary): Day 2
Formative Assessment Cascade Training (Preschool & Primary): Day 2
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

assessment

feed forward

learning

objective

wait time

starter

communication

regulator

success

criteria

peer

assessment

summative

assessment

hinge

question

Complete the bingo sheet with these words:

plenary

assessment

exemplars

self assessment

cooperative learning

quick scan

sheet with these words: plenary assessment exemplars self assessment cooperative learning quick scan 1

1

Handout D2.S1.H2

Proficient user

Independent user

Basic user

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 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 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.

C2

C1

B2

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can 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.

B1

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 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.

A2

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 that makes regular interaction with native speakers quite possible 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.

A1

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 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

A1

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, 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.

spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. 2

2

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 Listen, understand and respond in a variety of contexts

BI 1.3.1 Participate politely in daily conversations to (i) exchange greetings

BI 1.3.2 Name favourite things and activities BI 1.3.3 Listen to and respond to oral texts BI 1.3.4 Participate in talk about familiar activities and experiences BI 1.3.5 Participate in talk about stories heard BI 1.3.6 Participate in role play about familiar daily situations

(ii)

show appreciation

(iii)

introduce themselves

 

(iv)

express feelings

(v)

make simple requests

 

B. Primary Curriculum Framework

Content

Focus

Learning

Learning

Learning

Learning

Learning

Learning

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 meaning in a

Understand the main idea when listening to texts on familiar topics

Understand with support the main idea of very simple phrases and sentences

Understand with support the main

Understand with support the main

Understand with support the main

Understand with support the main idea of longer simple texts on a range of familiar topics

Understand with little or no support

variety of

idea of simple sentences

idea of short simple texts

idea of longer simple texts

the main idea of longer simple texts on a range of familiar topics

familiar

contexts

     
the main idea of longer simple texts on a range of familiar topics familiar contexts  

3

C: Secondary Curriculum Framework

Content Standard

Focus

Learning

Learning Standard

Learning Standard

Learning Standard

Learning Standard

Standard

   

Form 1

Form 2

Form 3

Form 4

Form 5

   

Revise A2

A2 High

B1 Low

B1 Mid

B1 High

1.1

Understand the main idea when listening to texts on familiar topics

1.1.1

1.1.1

1.1.1

1.1.1

1.1.1

Understand

Understand with little or no support

Understand independently the main

Understand independently the main ideas in simple longer texts on an increased range of familiar topics

Understand independently the main ideas in extended texts on a wide range of familiar topics

Understand independently the main ideas in extended texts on a wide range of familiar topics and some unfamiliar topics

meaning in a variety of familiar contexts

the main ideas in simple longer texts on a range of familiar topics

ideas in simple longer texts on a range of familiar topics

ideas in simple longer texts on a range of familiar topics ideas in simple longer texts

4

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

level?

Speaking activity

level?

a.

Complete the sentences about where you live and what you like to do.

 

b.

Tell your partner about the poster you have made about a capital city.

 

Use the words in the word bank in your sentences.

 

c.

Write a description of the character you have invented.

 

d.

Talk with your partner.

 

Use adjectives to describe your character.

Use five adjectives to describe the weather.

Aim for at least eight sentences.

 

e.

Write a report of our recent trip to the museum. Make sure your writing includes the following:

 

f.

What do you like? Point to the food picture and tell your partner I like…

 

Past tenses

 

Paragraphs

Linking words (first, then, next)

Adjectives to describe feelings and experiences

g.

With your partner, match the colour words and the pictures.

 

h.

In your groups, discuss 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?

 
an inhabitant of a mountain village. What do you think about the proposal for a tourist

5

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:

would like to ask… Write down two questions to ask other participants about Day 2, Session

6

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

criteria hinge objective peer card success assessment exit regulator traffic scan 7

7

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.

word, a picture or definition and must find the correct matches. The activity can be used

8

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.

are SMART and a cross next to those you think are not SMART. 1. We are

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.

We are learning to understand the reasons mistakes occur. Rewrite the ones with a cross next

9

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 objective

Clarified learning objective

Context of learning

We are learning to write instructions on how to make a cheese sandwich

We are learning to write clear instructions

Making a cheese sandwich

We are learning to write an email to a friend telling them about our plans for the weekend

We are learning to write about future plans We are learning to write personal emails

Writing about plans for the weekend

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 use question marks

We are learning to write a profile of a wild animal

We are learning to catch a ball

We are learning to distinguish sounds in speech

We are learning to know the major cities of Europe

We are learning to use adjectives in 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

a group o We are learning to listen carefully to our classmates o We are learning

10

Handout D2.S2.H5

Sample of pupil’s work. Sample 1: Year 4 (Page 1 of 2: Text)

Handout D2.S2.H5 Sample of pupil’s work. Sample 1: Year 4 (Page 1 of 2: Text) 13
Handout D2.S2.H5 Sample of pupil’s work. Sample 1: Year 4 (Page 1 of 2: Text) 13

13

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

Sample 1: Year 4 (Page 2 of 2. Pupil’s answers) 14
Sample 1: Year 4 (Page 2 of 2. Pupil’s answers) 14

14

Sample 2: Year 2

Sample 2: Year 2 15
Sample 2: Year 2 15

15

Sample 3: Year 3

Sample 3: Year 3 16
Sample 3: Year 3 16

16

Sample 4: Year 2

Sample 4: Year 2 17
Sample 4: Year 2 17

17

Handout D2.S3.H1

Formative assessment word search

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

Formative assessment word search Complete in pairs the formative assessment word search with terms from Days
Formative assessment word search Complete in pairs the formative assessment word search with terms from Days

18

Handout D2.S3.H2

Using the learning standards from the new curriculum

A.

D.

Content Standard

Learning Standard

Year 5+

Working towards A1

BI 1.2 Listen and respond appropriately

BI 1.2.6 Listen to and recite poems and rhymes BI 1.2.7 Listen to, enjoy and respond to stories

Content Standard

Focus

Learning Standard

Year 4

A1 High

2.1

Communicate simple information intelligibly

Communicate simple information clearly

2.1.4

Give reasons for simple 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 and things clearly

2.1.5

Understand meaning in a variety of familiar contexts

questions on

Understand short supported questions

Communicate simple information intelligibly

Describe people, places and

familiar topics

 

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 information about themselves clearly

2.1.1

2.3

Communicate information, events and stories clearly to an audience

2.3.1

Communicate simple information

Ask about and express basic opinions

Communicate appropriately to a small or large group

Narrate short stories, events and experiences

intelligibly

 
appropriately to a small or large group Narrate short stories, events and experiences intelligibly   19

19

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.

of your ideal lesson. This can be a drawing, cartoon, diagram etc. Share your visual representations
of your ideal lesson. This can be a drawing, cartoon, diagram etc. Share your visual representations

20

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

   
  ii. LESSON DEVELOPMENT :   iii. POST-LESSON :   TEACHER’S REFLECTION     21

21

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 cooperated most of the time.

You cooperated some of the time.

You

You rarely or never cooperated with your peers.

cooperated

cooperated

with your

occasionally.

peers

throughout

   

the activity.

 

Conflict

You helped

You helped to resolve conflicts most of the time.

You helped to resolve conflicts some of the time.

You

You rarely or never helped to resolve conflicts.

Resolution

to resolve

occasionally

conflicts

helped to

whenever

resolve

they

conflicts.

 

occurred.

   

Responsibility

You were a responsible teammate throughout the activity.

You were a responsible teammate most of the time.

You were a responsible teammate some of the time.

You were

You were

occasionally a

rarely or

responsible

never a

teammate.

responsible

teammate.

Ability to

You were

You were able to compromise most of the time.

You were able to compromise some of the time.

You were

You were rarely or never able to compromise.

Compromise

able to

occasionally

compromise

able to

throughout

compromise.

the entire

 

activity.

   

Feelings and

You

You expressed your feelings and gave helpful and appropriate feedback most of the time.

You expressed your feelings and gave helpful and appropriate feedback some of the time.

You

You were rarely or never able to appropriately express your feelings or give helpful and appropriate feedback to teammates.

Feedback

expressed

occasionally

your

expressed

feelings and

your feelings

gave helpful

and gave

and

helpful and

appropriate

appropriate

feedback

feedback.

throughout

the entire

activity.

   
  22
 

22

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

Performance levels Success criteria Competent Developing Beginning
Performance levels
Success criteria
Competent
Developing
Beginning
: Template for lesson plan assessment rubric Performance levels Success criteria Competent Developing Beginning 23

23

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!

and practice o Create a safe learning environment Remember: Keep your micro-teaching session focused! 24

24

Handout D2.S4.H6

Micro-teaching session plan template

Teachers:

Topic:

Aim:

Learning Objectives:

Timing

Pupil Activities

Teacher Activities

Resources

Formative Assessment

Aim: Learning Objectives: Timing Pupil Activities Teacher Activities Resources Formative Assessment 25

25

xxx

con

Timing

Pupil Activities

Teacher Activities

Resources

Formative Assessment

xxx con Timing Pupil Activities Teacher Activities Resources Formative Assessment 26

26

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…

thing I will take from today is…  I was particularly interested in…  What I

27

Handout D2.S3.H1 answer key 28

Handout D2.S3.H1 answer key

Handout D2.S3.H1 answer key 28

28