- The document outlines the groups and learning outcomes for a workshop on formative assessment. - Six groups are listed covering different subject areas and grade levels, with no more than 5 members per group. - The workshop aims to teach the importance of formative assessment and how to identify learning outcomes and strategies to create ongoing assessment. - Participants will use various strategies like exit cards, fishbone diagrams and jigsaw reading to demonstrate their understanding of formative assessment.

1. GROUPS FOR TODAY:
- ONE MATHS / SCIENCE OR NEW
- ONE UPPER SECONDARY
- ONE LOWER SECONDARY
- ONE P4 – 6
- ONE P1 – 3
- OR ONE ADMIN PERSON
GROUPS SHOULD BE NO
BIGGER THAN 5 MEMBERS
(AND 5 ONLY IF THERE IS A
MATHS / SCIENCE TEACHER)

2. WORKSHOPTHREE
LEARNING OUTCOME:
learn about the importance
formative assessment
(ongoing checking for
learning)
identify and use specific
learning outcomes with
strategies linked to these to
create ongoing assessment

3. You will:
EXIT CARD:
You will identify yourself and your understanding of formative /
ongoing assessment for learning (thinking for next steps)
BY THE END OF THE WORKSHOP…
Beginner Expert
Knows what formative
assessment is
Can describe how
formative assessment
gives you information
about learning
Knows what to do with the
information that comes
from observing the
learning and feedback
from students
Can identify a learning
outcome and use process
verbs to describe the
learning
Matches learning
outcomes to strategies
and can explain how the
strategy creates learning
Strategies are
purposefully selected to
maximise learning

4. HOW DO YOU THINK WE ARE USING
LEARNING INFORMATION TO INFORM
OUR WORK WITH THE GROUP?

5. RALLY TABLE

6. STAY AND STRAY

7. FISHBONE

8. FISHBONE EXAMPLES
Next Steps
What they have learnt
Beliefs as a teacher
Ability to change
Evidence of what is done rather than intention

9.  You will now swap your paper in a round robin swap
 When you look at the new paper you are looking for two
similarities and one difference (like two truths and a lie)
 This is showing how you can scaffold the thinking up a level
 For example, in her class on Friday, Warunee used a selection of
co-operative learning strategies to keep scaffolding the learning
up a level:
 Think Pair Share to recap the learning from the last lesson (and the students
identified all aspects of the learning outcome [Colours, fruit, is / are, a / an:
Use colour to describe fruit in a sentence)
 Human continuum to then order the students based on their confidence
 Used this to then create mixed ability groups
 Roles were then added to create co-operative groups around a task where
students were creating sentences using materials
 Numbered heads together was then added to share sentences. Some students
who were selected (by number) to share were weaker students but, with group
support, they very successfully read aloud their group’s responses
SCAFFOLD THE THINKING UP A LEVEL

10. JIGSAW READ
From: Unlocking Formative Assessment: Practical strategies for enhancing students’
learning in the primary and intermediate classroom (chapter 2)
Shirley Clarke, Helen Timperley, John Hattie
JIGSAW
1. Form a Home Group with a shared reading and task
2. In the Home Group divide the reading (or this could be done for the group by the teacher) and
decide who will read each segment). Decisions can be based on reader strengths / interests
3. Readers with the same segments then move to sit together at the teacher’s signal. This
becomes the expert group for that segment.
4. The goal for each group is signalled. Each member needs to become an expert in their
segment to take back the learning to the Home Group
5. Read the article making notes / underlining key points that relate to the goal
6. The group then work towards their goal by discussing the notes and key points. They ensure
they have a statement or summary to take back to their Home Group. This could be helped
by including group roles and teacher prompting
7. Experts return to their Home Group where they take turns and each Expert shares their
statement or summary and then makes sure that each Home Group member understands
8. The Home Group checks they have carried out what is required of them by the task

11. WHY SHOULD YOU USE AND SHARE
SPECIFIC LEARNING OUTCOMES WITH
STUDENTS?
Create a one-page guide in English for the other teachers who have not been to
these workshops that explains using only key points each of the reading sections
your group has been involved in. This guide can be called ‘A Guide to Creating
Ongoing Learning’.
You may create your guide using headings, subheadings, bullet points, and other
visual aspects to help you to explain (rather than using large chunks of text)
At the end of the task:
• Pass your one-page guide to the next table
• When you receive the one-page guide from another group have a read of their
work
• On a separate piece of paper write up the following headings and give them
feedback:
• What aspects of the guide are effective and useful?
• What could now be added or made clear in the guide?

12.  Break down standard using process verbs
 Add a matching strategy
STANDARD YOU ARE WORKING ON
Input Process Output
Recall Compare /
Contrast
Predict
Describe Infer Evaluate
Define Analyse Speculate
Identify Sequence Imagine
Name Synthesise Envision
List Summarise Hypothesise

13. HOW DO YOU CHECK FOR LEARNING?

14. HOW DO YOU CHECK FOR LEARNING?
 Exit card
 Place mat
 Think Pair Share
 Thumbs up / thumbs down / stand up / sit
down
 Human continuum
 Reflection starters
 Shaping up
 Remote control
 Fuel Gauge
 PMI
 Business card
 Give us 5 / 3-2-1
 1 word summary

15. SHAPING UP
Square Thoughts: What am I solid on / sure of?
Triangle Thoughts: What am I nearly solid on / nearly
sure of / half way there?
Circle Thoughts: What is going round and round in my
head? What questions do I have?
Heart Thoughts: How am I feeling about this learning?

16. P
Positives
M
Minuses
I
Interesting / Ideas
PMI

17. FUEL GAUGE
Draw an arrow on the fuel gauge to show your response to a statement or question

18.  Show document saved in SGHS+PRC>Reflection
 Also:
 Light bulb
 Editable smiley face
 etc
REMOTE CONTROL

19. • Learning / Concept – TITLE
• Main Point as VISUAL / ADDRESS /
KEY PEOPLE
• Phrase / Slogan / Logo as
SOMETHING TO REMEMBER
T H E N O U N C O M P A N Y
Company Directors On-site
• Mr Common Noun
• Mrs Proper Noun
Associates
• Collective
• Material
Off-site IT Support
• Abstract
Our business is the naming of a person,
place or thing
BUSINESS CARD

20. Inside the Black Box
Black and Wiliams
This is the article you took home last week. Please refresh your
memory of this with these questions ready for the next workshop
1.What is formative assessment?
2.What are some of the benefits for your teaching that you
have read in this article?
3.Having now read this article what are some indictors that
will be seen in your planning / classroom that will show
you are making progress in your use of formative
assessment?
READING REFLECTION

21. Identify yourself and your understanding of formative / ongoing
assessment (thinking for next steps as we have collected
reflection on current learning in other ways during this session)
EXIT CARD
Beginner Expert
Knows what formative
assessment is
Can describe how
formative assessment
gives you information
about learning
Knows what to do with the
information that comes
from observing the
learning and feedback
from students
Can identify a learning
outcome and use process
verbs to describe the
learning
Matches learning
outcomes to strategies
and can explain how the
strategy creates learning
Strategies are
purposefully selected to
maximise learning