Professional Documents
Culture Documents
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)
C1 Can understand a wide range of demanding, longer texts, and recognise implicit
meaning […]
B2 Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialisation […]
B1 Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. […]
A2 Can understand sentences and frequently used expressions related to areas of most
immediate relevance […]
A1 Can understand and use familiar everyday expressions and very basic phrases
aimed at the satisfaction of needs of a concrete type […]
Pre Can understand short, very simple instructions, questions, statements and words
A1 provided that they are delivered slowly and clearly and […]
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
D2.S2.6
Devising success criteria
Use product-focused & process-focused success criteria (SC)
Example:
Learning Standard:
• 2.1.2: Find out about and describe basic everyday routines
Learning objective:
• To ask and answer questions to communicate detail of morning routine of a
character
Product Success Criterion:
• Pupils will have full information about the character’s morning routine
Process Success Criteria:
• Pupils will form intelligible questions in third person present tense
• Pupils will respond intelligibly to questions in third person present tense
• Pupils will understand and produce appropriate vocabulary:
verbs relating to daily routines / times 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 Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Working
A1 Low A1 Mid A1 High A2 Low A2 Mid
towards A1
D2.S3.5
Planning for formative assessment: an example
Learning objective:
• To ask and answer questions to communicate detail of morning routine of a
character
Activities/tasks and formative assessment opportunities:
• Review daily routine flashcards for the whole class to check knowledge of
vocabulary using traffic lights. Extend as necessary.
• Communication regulator: Hot-seating activity in groups to ask about daily routines.
• Review third person forms through feedback on hot-seating activity.
• Information gap activity – pupils ask and answer questions in pairs to complete
chart of Maya’s morning routine (showing clocks and cartoon images of routine).
• Put pairs together to check answers orally.
• Monitor carefully to evaluate pupil performance in pair and group work. Review and
give feedback individually and whole class. Plan for further review if necessary.
D2.S3.6
Planning for formative assessment: presentations
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