What is formative assessment and how does it improve teaching and learning?

1. Differences between Formative assessment and Summative Assessment

Formative assessment Summative Assessment
Assessment for learning Assessment of learning
Designed to assist teachers and pupils. Designed for people who are not directly
Focuses on improvement and progress towards a involved in daily learning and teaching.
learning goal. (Admin/Parents/ KPM)
Needs to involve the pupil because the pupil is the Final and one-way; presented in a formal report.
person most able to improve the learning. (Report card)
Checks learning throughout teaching to determine Usually compares a pupil’s learning with either
progress and decide next steps. other pupils or the “standard” for a grade/level.
Usually detailed, specific, and provides descriptive Given at the end of the year or a semester to
feedback in words and in relation to success check a pupil's learning after teaching.
criteria that have been set.

2. Importance of Formative Assessment

 For teachers
o Check pupils’ progress
o Adjust teaching & learning (T&L) strategies to suit pupils’ ability, needs and preferences
o Corrective measures
 For pupils
o understand learning objectives and how to judge their own progress
o provide evidence which shows what they’ve learnt
o motivated to take charge on own learning

3. Time cycle of Formative Assessment

Short Cycle Medium cycle Long cycle

Span Within/ btw lessons Within/ btw teaching units Across terms of teaching
units
Length Minit by minit/ day by day 1-4 weeks 4 weeks to 1 year
Impact  pupils engagement Pupils understand how they Benchmarking for pupils
Teacher responsiveness are assessed. progress.
 teacher understanding of Improvements made to the
assessment curriculum
T&L Exit cards Assignments Benchmarking tests
strategies Self-assessment Practice tests End of term/year tests and
Peer-assessment End of unit quiz exams
Questioning
Starters and plenaries
*Both long cycle formative assessment and summative assessment can be done at the end of the year
(end of the year exam); difference btw the two: purpose of the assessment.
Formative assessment techniques

Starter (Set induction/ at the beginning of the 1. Quizziz

lesson) https://quizizz.com/
-True/ False questions 2. Kahoot
- ABCD questions https://kahoot.it/
3. Plickers
https://www.plickers.com/
Deliberate Practice 1. Breaking T&L prosess into smaller steps
1. Breaking learning into small steps (detailed lesson planning) so that nothing is left
2. Listing down question to be asked out
Questioning 1. Mini whiteboards
1. Types of questions 2. pose/pause/pounce/bounce
Closed questions = ‘yes’ / ‘no’ / one-word answers (T pose a question, T pause for pupils to think,
Open questions = several possible answers / pupils pounce the answer to T, T bounce the
encourage thinking another follow-up question to other pupils)
Follow-up questions = extend thinking and 3. Distributing questions using Lollipop Sticks
learning 4. “No hands up”
Eg: Can you give me an example if when/where (T selects pupils to answer questions)
that happens?
2. Wait time
3. Plan questions before hand
4. Hinge question
(big questions to introduce a new topic/ to check
pupils’ understanding)
5. Probing question
-Questions which aim to dig deeper than surface
eg: Does anyone agree with that? Why?
Cooperative learning (PIES model) 1. Think Pair Share
P – positve interdependence 2. Communication Regulators
I – individual accountability 3. Jigsaw activities
E – Equal participation 4. Tarsia puzzles
S – Simultaneous Interaction 5. Discussion
*Refer Day 1 Handout for further explanations 6. Information gap activites
OR
https://www.kaganonline.com/free_articles/dr_spe
ncer_kagan/ASK28.php
Quick Scan 1. Traffic Lights
-All-pupil-response techniques 2. Thumbs up, Thumbs down and Thumbs
-quick check on pupils’ understanding across a sideways
whole class 3. Hinge Questions
4. One minute verbal assessment (Every pupils
is given sometime to share about what they
have learnt – can be done in groups/pairs/
individually)
Plenaries (Closure) 1. Exit Cards
2. Verbal reflection
3. Answering questions
Self-assessment 1. Insta-story/ Life tweet/ Parking lot
(provide a wall for the pupils to write down
what they have learnt/ what they think about
the lesson/ questions to ask)
2. Emoji card
3. Checklist “I can do” statement
4. Two star and one wish
(two things which are good and one thing
which can be improved)
5. Reflections
Peer-assessment 1. Peer checking (Spelling, grammar)/ editing
2. Tarsia Puzzle
3. Cootie Catcher
4. Roll and read (board game)
5. Two star and one wish
6. Pupils come out with questions to test their
peers (promote critical and creative thinking)
7. Memory game
8. Task card (station game)
9. We can do statements
10. Gallery walk
11. Hot seating
12. QR code

 Links for cliparts

1. https://pixabay.com/
2. http://www.clipartpanda.com/
3. https://openclipart.org/

 https://ashtheteacher.blogspot.my/
Plickers https://www.plickers.com/
1. Create an account  download Plickers App
2. Add class (numbers/ name)
3. Library  New question  Add question to queue
4. Print plickers card (standard)
5. Post questions on screen  pupils hold cards  T scan using HP  pupils’ answers display on screen  T
click check answers (individual response will show on screen with green (correct) and red (wrong)  T
discusses the questions  T print item analysis
*T needs a computer, phone, LCD, internet connection
Cootie Catcher Roll and read boardgame I can do statements

Tarsia Puzzle
https://download.cnet.com/Formulator-Tarsia/3001-2051_4-10584458.html
Collecting and anaylsing evidences

Examples:

Listening Speaking
1. Worksheets 1. Pupils group discussion drafts
2. Quizziz/ Kahoot/ Plickers (item analysis) 2. Role play scripts
3. Photos
4. Recordings
5. Flip charts
6. Namelist/checklist
7. I can do statement

Reading Writing
1. Worksheets 1. Exit cards
2. Quizziz/ Kahoot/ Plickers (item analysis) 2. Worksheets
3. Task cards
4. Gallery poster
Learning objectives and Success Criteria

Learning objectives Success Criteria

Follow SMART model Specific
Specific Measurable
Measurable *What success looks like whne objectives are
Attainable achieved
Realistic 1. Types of SC
Time bound (a) Product SC (b) Process SC
() By the end of the lesson (T), pupils will be able (a) Product SC
to write a letter with at least 4 simple sentences (M) Pupils will write a letter to a friend.
correctly.
(X) By the end of the lesson, pupils should be able to(b) Process SC
understand the reading text. (X measurable) 1. Pupils will write sentences.
(X) By the end of the lesson, pupils will be able to 2. Pupils will use capital letter at the beginning of
speak like a native speaker. (X measurable, X sentences.
realistic, X specific) 3. Pupils will use full stop at the end of the
sentences.
4. Pupils will use correct subject-verb agreement in
the sentences.
5. Pupils will write the correct format for letter.
*Teachers have to inform pupils about the LO and SC at the beginning of the lesson.
* must have 2-3 LO
* LINUS pupils have different LO and steps (put (L) in lesson plan)

Differentiation in Lesson Planning (Refer Handout Day 3.S4.H20029

1. Differentiation by task given
2. Differentiation by instruction and feedback techniques
3. Differentiation by outcome
4. Differentiation by support
5. Differentiation by question type
6. Differentiation by time
7. Differentiation by feedback
8. Differentiation by learning preferences
*CEFR curriculum framework is based on Model of progression
Principles of progression

1. Range: Limited ⇒ Wide

This relates mostly to vocabulary, structures and phonemes. It goes from being a narrow range (not
many) to a wide range (more and of different types).
2. Frequency: High ⇒ Low
This relates to how much people use the language in everyday life. It goes from being high frequency
(used a lot) to less frequent.
3. Support: With ⇒ None
This is the help and support pupils need. They move from needing support to not needing it.
4. Complexity: Simple ⇒ Complex
This relates to structures and vocabulary, going from single words to phrases to full sentences, from
simple sentences to more complex.
5. Length: Shorter ⇒ Longer
This is related to the length of texts read, heard, spoken or written, as well as the length of sentences.
CEFR Global Scale (Can do Statements)

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources,
C2 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.
PROFICIENT
USER 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
C1
professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organisational patterns, connectors and cohesive devices.

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field
of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite
B2
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.
INDEPENDENT
USER
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
B1
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
A2
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.
BASIC
USER
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
A1
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.

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,
Pre A1
ask and answer questions about him/herself and daily routines, using short, formulaic expressions and relying on gestures to
reinforce the information.

*For primary school (Pre A1- B1

 CEFR level in revised KSSR
Curriculum Framework

Example of curriculum framework (Listening)

CEFR level in DSKP revised KSSR

Write performance level in PBD forms
*officially twice a year

 Checklist depends on panel

Feedback
1. Help to move learning forward
2. Should be specific, frequent
3. How to do it?
a. Recognises what the pupils did well (MEDALS)
- Positive things in the work
- Things that they have done well (Eg: Your punctuation is good. Your handwriting is
neat and clear. Your paragraphs are well structured)
b. Identifies challenges, points forward to the next step (MISSIONS)
- Improvements, corrections
- Eg: Try to use more…….. in your writing, try to give your friends more time to share,
Notes: Don’t only focus on MISSION, Medals motivates the pupils more.

Classroom Culture related to learning and accepting feedbacks

Fixed mindset Growth mindset
1. Performance orientation 1. Learning orientation
2. Intelligence is static (doesn’t change) 2. Intelligence is expandable
3. I must look clever! 3. I want to learn more!
4. Avoids challenges 4. Embraces challenges
5. Gives up easily 5. Persists in the face of setbacks
6. Sees effort as pointless 6. Sees effort as the way forward
7. Ignores useful criticism 7. Learns from criticism
8. Likely to reach a high point early and achieve 8. Reaches ever higher levels of achievement
less than full potential OR sees themselves as
below average (‘stupid’), and gives up

How to promote growth mindset?

1. Create a climate in which pupils feel safe and become willing to take risks.
2. Acknowledge ‘mistaken’ answers by finding something positive.
 Medals comes before Missions
3. Involve pupils in planning.
4. 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…’.
5. Strategy to promore growth mindset:
a. See Three Before Me (See three friends to look for help before looking for the teacher’s help)
b. Traffic Light
 Green (done my work – ready to help yellow and red)
 Yellow (need help from Green – ready to help Red)
 Red (help needed)
c. Using stories (people who overcome challenges – characters)
d. Reward the pupils
e. Display pupils’ product

Individual Learning Plan & Target Setting

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