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6.1 Punjab Assessment Framework/School-Based

Assessment/Utilization of Students’ Results

LEARNING OUTCOMES

By the end of this session participants will be able to:

• Participants will demonstrate a clear understanding of the Punjab Assessment
Framework (PAF) and its components.
• Participants will be able to effectively utilize School-Based Assessment (SBA)
practices in their classrooms.
• Participants will develop strategies to analyze student results and use them to
inform teaching practices and improve student learning.

MATERIALS / RESOURCES

• Multimedia, Marker, Board, Power Point Presentations and Handouts

INTRODUCTION OF THE TOPIC

Imagine a scenario where two students receive the same grade in a test. One feels
motivated to improve, while the other feels demoralized. Why does this happen? How
can we ensure that assessments empower rather than discourage students? Let's embark
on a journey to uncover the answers.

ACTIVITIES

Activity-1

The Mystery of the Missing Marks

Divide participants into small groups. Present a case study of a student who consistently
scores low marks in exams but actively participates in class discussions and projects. Ask:

• How can we get a more complete picture of this student's learning?

• What tools can we use beyond traditional exams?
• How can we ensure our assessments accurately reflect student progress?

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Discussion: Lead a discussion on the limitations of traditional exams and the

importance of a holistic assessment approach. Introduce the Punjab Assessment
Framework and School-Based Assessment as a solution.

Material:

• Whiteboard/Projector
• Markers/Pens
• Case Study Handout
Content Delivery:

1. The Punjab Assessment Framework (PAF):

• Explain the key principles and components of the PAF, including learning domains,
assessment objectives, and assessment strategies.
• Discuss the alignment of SBA with the PAF curriculum.

2. School-Based Assessment (SBA) Practices:

• Introduce various SBA methods like assignments, projects, portfolios, observations,

and self-assessments.
• Discuss the benefits of using SBA for teachers and students.
• Provide practical examples of how to implement SBA in different subject areas.

Activity-2

Activity 2: Designing an SBA Tool

Divide participants into subject-specific groups. Task each group to design an SBA tool
(e.g., project rubric, self-assessment checklist) for a specific learning objective.

Material:

• Chart paper
• Markers/Pens
• Sample Rubrics/Checklists (optional)

Activity-3

Activity 3: Utilizing Student Results for Improvement

Present sample student data with a mix of SBA and traditional assessment results. In
groups, participants will analyze the data and identify areas where students excel or
struggle. They will then suggest strategies to improve teaching based on the analysis.

Material:

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• Sample Data Set (anonymized)

• Chart paper

Markers/Pens

WRAP-UP

Summarize the key takeaways from the module, emphasizing the importance of PAF and
SBA for effective teaching and learning.

ASSESSMENT/REFLECTION

Distribute a questionnaire where participants reflect on their learning experience and how
they plan to integrate PAF and SBA into their own practice. This can include open-ended
questions like:

• How will you utilize the knowledge gained about PAF and SBA in your classroom?
• What challenges do you anticipate in implementing SBA, and how can you overcome
them?

Additional Resources:

Provide participants with a list of resources for further learning on PAF and SBA,
including official documents, training materials, and online resources.

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6.2 Assessment Tools and Techniques

LEARNING OUTCOMES

By the end of this session participants will be able to:

• Participants will demonstrate a comprehensive understanding of various assessment tools

and techniques.
• Participants will be able to select and design assessments that align with learning
objectives.
• Participants will develop strategies to effectively utilize assessment data to improve
student learning.

MATERIALS / RESOURCES

• Multimedia, Marker, Board, Power Point Presentations and Handouts

INTRODUCTION OF THE TOPIC

Imagine a student excelling in written essays but struggling with presentations.

Traditional tests might miss this. How can we assess a wider range of skills and learning
styles? This question highlights the importance of using a variety of assessment tools and
techniques that go beyond just written exams. These tools can provide a more complete
picture of student strengths and weaknesses, allowing educators to tailor their instruction
and ensure all students reach their full potential.

ACTIVITIES

Activity-1

Think-Pair-Share Activity:

Pose the question: "Imagine a student who consistently scores high marks on exams
but struggles to apply their knowledge in real-world situations. Are these exams truly
effective assessments?"

• Think (Individually): Briefly reflect on the limitations of traditional assessments.

• Pair (Discuss): Share your thoughts with a partner.
• Share (Whole Group Discussion): Facilitate a discussion about the need for diverse
assessment methods.

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Content Delivery:

1. Beyond Exams: A Toolbox of Assessment Techniques:

• Introduce the concept of assessment as a continuous process, not just a

final exam.
• Explain different assessment categories:

▪ Formative Assessment: Ongoing evaluation for improvement (e.g., observations, exit

tickets)
▪ Summative Assessment: Evaluation of learning outcomes (e.g., projects, exams)

• Discuss various assessment tools within each category, including:

▪ Written Assessments: Essays, quizzes, short answer questions

▪ Performance-Based Assessments: Projects, presentations, demonstrations
▪ Practical Assessments: Skills demonstrations, lab experiments
▪ Self-Assessment & Peer-Assessment: Students reflecting on their learning and
evaluating peers

Activity 1: Matching the Method:

Present participants with a list of learning objectives and a variety of assessment tools.
In small groups, they will match the most suitable assessment method to each objective.

Material:

• Whiteboard/Projector
• Markers/Pens

2. Designing Effective Assessments:

• Discuss the importance of aligning assessments with learning objectives.

• Introduce principles of effective assessment design, such as clarity, fairness, and
reliability.
Provide tips on creating rubrics and scoring criteria for different assessments.

Activity-2

Building a Rubric:

Participants will select a specific learning objective and design a rubric to assess student
achievement. They will consider criteria, performance levels, and point allocation.

Material:

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• Sample Rubrics (optional)

• Chart paper
• Markers/Pens

3. Utilizing Assessment Data for Improvement:

• Discuss strategies for analyzing and interpreting assessment data.

• Highlight the importance of using assessment data to inform instructional decisions
and differentiate instruction.
• Provide examples of how to identify student strengths and weaknesses based on
assessment results.

Activity-3

Data Analysis Challenge:

Present participants with anonymized student assessment data. In groups, they will
analyze the data to identify patterns and areas for improvement in teaching or curriculum.

Material:

• Sample Assessment Data Set

• Chart paper
• Markers/Pens
List of Learning Objectives & Assessment Tools

WRAP-UP

Summarize the key takeaways from the module, emphasizing the importance of selecting
and designing effective assessments to drive student learning.

ASSESSMENT/REFLECTION

Distribute a short exit ticket asking participants to reflect on their learning using open-
ended prompts:

• Which assessment technique are you most excited to implement in your classroom?
• How will you use assessment data to inform your future lesson planning?

Additional Resources:

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• Provide a list of resources for further exploration, including online modules, sample
assessment tools, and rubrics.

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6.3 Use of Formative and Summative Assessment

LEARNING OUTCOMES

By the end of this session participants will be able to:

• Participants will differentiate between formative and summative assessment practices.

• Participants will be able to effectively utilize formative assessments to guide student
learning.
• Participants will understand how to integrate summative assessments to measure
learning outcomes.

MATERIALS / RESOURCES

• Multimedia, Marker, Board, Power Point Presentations and Handouts

INTRODUCTION OF THE TOPIC

You have been teaching a unit on fractions, and you want to know if your students truly
grasp the concept before the final test. Should you just give them a practice quiz, or is
there a better way to gauge their understanding and adjust your teaching accordingly?
This scenario highlights the difference between formative and summative assessment.
Formative assessments, like exit tickets or quick quizzes, provide ongoing feedback during
learning, while summative assessments, like the final unit test, measure overall
achievement at the end. Both play crucial roles in effective teaching.

ACTIVITIES

Think-Pair-Share Activity:

Present a scenario: "A student aces the final exam but struggles throughout the course.
Did this assessment truly reflect their learning?"

• Think (Individually): Consider the strengths and limitations of a single final exam.
• Pair (Discuss): Share your thoughts with a partner.
• Share (Whole Group Discussion): Facilitate a discussion about the need for a
comprehensive assessment approach.

Content Delivery:

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1. The Assessment Tango: Two Steps for Success

• Introduce the concept of assessment as a continuous process with two main components:
formative and summative.
• Define formative assessment as ongoing evaluation for improvement throughout
learning.
• Define summative assessment as the evaluation of learning outcomes at the end of a unit
or course.
Benefits & Examples:
• Discuss the benefits of formative assessment (e.g., identifying learning gaps, providing
feedback, promoting self-reflection).
• Discuss the benefits of summative assessment (e.g., measuring achievement of learning
objectives, informing grading).
• Provide examples of formative assessments (e.g., exit tickets, observations, quizzes) and
summative assessments (e.g., projects, exams, presentations).

2. Formative Assessment Strategies - The Art of Feedback:

• Highlight the importance of timely and specific feedback in formative assessment.

• Discuss strategies for providing effective feedback (e.g., focusing on strengths and areas
for improvement, offering suggestions for improvement).
• Introduce self-assessment and peer-assessment as valuable formative tools.

Activity-1

Crafting Effective Feedback:

Present participants with student work samples. In small groups, they will analyze the
work and develop constructive feedback using specific prompts.

Materials:

• Sample Student Work (anonymized)

• Feedback Template (optional)
• Markers/Pens

3. Integrating Summative Assessment - The Final Step:

• Discuss how summative assessments should align with learning objectives and
curriculum.
• Emphasize the importance of clear instructions and rubrics for summative assessments.
• Explore strategies to use summative assessment results to inform future instruction.

Activity-2

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Designing a Summative Assessment:

Participants will select a learning objective and develop a corresponding summative

assessment (e.g., project rubric, exam questions).

Material:

• Sample Rubrics (optional)

• Chart paper
• Markers/Pens

WRAP-UP

Summarize the key takeaways, emphasizing the importance of using both formative and
summative assessments for a comprehensive understanding of student learning.

ASSESSMENT/REFLECTION

Distribute a self-reflection questionnaire:

• How will you integrate formative assessments into your daily teaching routine?
• What strategies will you use to design effective summative assessments aligned with your
curriculum?

Additional Resources:

Provide a list of resources for further exploration, including online modules, sample
assessment tools, and rubrics.

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6.4 Bloom’s Taxonomy

LEARNING OUTCOMES

By the end of this session participants will be able to:

• Participants will demonstrate a clear understanding of Bloom's Taxonomy and its six
cognitive levels.
• Participants will be able to use Bloom's Taxonomy to design learning objectives and
activities that promote higher-order thinking skills.
• Participants will develop strategies to assess student learning across different cognitive
levels.

MATERIALS / RESOURCES

• Multimedia, Marker, Board, Power Point Presentations and Handouts

INTRODUCTION OF THE TOPIC

Imagine you're explaining the water cycle to your class. Recalling the different stages is
important (remembering), but wouldn't it be even better if students could explain the
process in their own words (understanding)? Or better yet, design a model showcasing
the cycle (creating)? Bloom's Taxonomy offers a framework for crafting questions and
activities that target different levels of thinking, from basic recall to higher-order analysis,
evaluation, and creation. This allows educators to move beyond memorization and
encourage a deeper understanding of concepts.

"Remembering vs. Analyzing: Which is More Valuable?"

Pose a question with two answer choices:

1. Students can simply memorize historical dates (Remembering)

2. Students can analyze the causes and effects of historical events (Analyzing)

• Ask participants to discuss which option leads to deeper learning and why.
• Facilitate a discussion about the importance of moving beyond rote memorization.

Content Delivery:

1. Bloom's Taxonomy: A Framework for Learning

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• Introduce Bloom's Taxonomy as a framework for classifying educational objectives in the

cognitive domain.
• Explain the six levels of Bloom's Taxonomy:
o Remembering (Recalling facts and basic concepts)
o Understanding (Interpreting information and ideas)
o Applying (Using knowledge and skills in real-world situations)
o Analyzing (Breaking down information and identifying relationships)
o Evaluating (Making judgments based on criteria)
o Creating (Generating new ideas and solutions)

Benefits & Examples:

• Discuss the benefits of using Bloom's Taxonomy:

o Promotes diverse learning activities
o Encourages higher-order thinking skills
o Creates opportunities for deeper understanding
• Provide examples of learning objectives and activities at each level of the taxonomy. (e.g.,
Remembering: List the names of five rivers in Pakistan; Creating: Design a campaign to
conserve water)

2. Crafting Effective Learning Objectives with Bloom's Taxonomy:

• Guide participants on writing clear and measurable learning objectives using Bloom's
Taxonomy verbs for each level.
• Emphasize the alignment of learning objectives with assessments.

ACTIVITIES

Activity-1

Level Up Your Objectives!

Participants will be presented with pre-written learning objectives. In pairs, they will
analyze the objectives and revise them to target a higher level of Bloom's Taxonomy.

Resource Material:

• Sample Learning Objectives (various levels)

• Handout on Bloom's Taxonomy verbs

3. Assessment Beyond Tests: Reaching All Levels of Learning

• Discuss strategies to assess student learning across different cognitive levels. This could
include:

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o Short answer questions for understanding

o Projects and presentations for applying and creating
o Debates and discussions for analyzing and evaluating
Highlight the importance of using rubrics aligned with Bloom's Taxonomy.

Activity-2

Designing a Bloomfield Assessment:

Participants will select a learning objective and design an assessment tool (e.g., project
rubric, essay prompt) that targets a specific level of Bloom's Taxonomy.

Material:

• Sample Rubrics (optional)

• Chart paper
• Markers/Pens

WRAP-UP

Summarize the key takeaways, emphasizing how Bloom's Taxonomy can be used to
design effective instruction and assessment for deeper learning.

ASSESSMENT/REFLECTION

Distribute a self-reflection form with prompts:

• How will you use Bloom's Taxonomy to improve your lesson planning process?
• How can you create activities that encourage students to develop higher-order thinking
skills?

Additional Resources:

Provide a list of resources for further exploration, including online modules, Bloom's
Taxonomy verb charts, and sample assessments.

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6.5 Paper Setting

LEARNING OUTCOMES

By the end of this session participants will be able to:

• Participants will demonstrate a clear understanding of the principles of effective paper

setting.
• Participants will be able to design well-structured and clear examination papers aligned
with learning objectives and curriculum.
• Participants will develop strategies to create assessments that promote critical thinking
and higher-order learning skills.

MATERIALS / RESOURCES

• Multimedia, Marker, Board, Power Point Presentations and Handouts

INTRODUCTION OF THE TOPIC

Imagine you are tasked with creating a math test for your students. Do you simply throw
in a mix of addition, subtraction, and multiplication problems? Effective paper setting
goes beyond just selecting content. It involves carefully considering factors like question
format, difficulty level, and alignment with learning objectives. By thoughtfully setting the
"paper," you can ensure your assessment accurately measures student understanding
and provides valuable data to guide future instruction.

"The Mystery of the Missing Marks!"

Present a scenario: Students consistently score low on exams, but perform well in class
activities and projects. Is there a gap between the assessment and learning objectives?

• Ask participants to discuss how paper setting can impact student performance.
• Facilitate a discussion about the importance of setting effective and well-designed exams.

Content Delivery:

1. The Blueprint for Success: Principles of Effective Paper Setting

• Introduce key principles of effective paper setting:

o Alignment: Exams should reflect learning objectives and curriculum content.
o Clarity: Instructions and questions must be clear and unambiguous.
o Variety: Use a mix of question formats to assess different skills and learning levels.

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o Fairness & Difficulty: Exams should be challenging yet accessible to all students.
o Bloom's Taxonomy: Incorporate questions that target higher-order thinking skills.

Benefits & Examples:

• Discuss the benefits of effective paper setting for both students and teachers.
• Provide examples of well-designed and poorly designed exam questions.
• Highlight the importance of using assessment rubrics to ensure fair and consistent
marking.

2. Building a Balanced Exam Paper:

• Discuss different types of exam questions (e.g., multiple choice, short answer, essay) and
their strengths and weaknesses.
• Explore strategies for allocating marks based on question difficulty and cognitive level.

ACTIVITIES

Activity-1

Reviewing an Exam Paper:

Participants will analyze a pre-existing exam paper. In small groups, they will identify
strengths and weaknesses based on the principles of effective paper setting.

Materials:

• Sample Exam Paper (anonymized)

• Checklist for Effective Paper Setting (optional)

3. Crafting Clear and Effective Questions:

• Provide tips for writing clear and concise exam questions that avoid ambiguity.
Discuss the importance of using action verbs aligned with Bloom's Taxonomy.

Activity-2

Question Makeover!

Participants will be presented with poorly-worded exam questions. Individually, they will
revise the questions to improve clarity and target specific learning objectives.

Materials:

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• Sample Exam Questions with flaws

• Handout on Bloom's Taxonomy verbs

WRAP-UP

Summarize the key takeaways, emphasizing the importance of designing effective paper
setting that promotes student learning and assesses true understanding.

ASSESSMENT/REFLECTION

Distribute a self-assessment questionnaire:

• How will you utilize the principles of effective paper setting when designing your own
exams?
• What strategies will you use to ensure your exams are fair, balanced, and promote critical
thinking skills?

Additional Resources:

• Provide a list of resources for further exploration, including online modules, sample
question banks, and rubrics.

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6.6 Item Development

LEARNING OUTCOMES

By the end of this session participants will be able to:

• Participants will demonstrate a clear understanding of the principles of effective item

development.
• Participants will be able to design well-structured and clear assessment items that
accurately measure student learning.
• Participants will develop strategies to create items that promote diverse thinking skills
and cater to various student abilities.

MATERIALS / RESOURCES

• Multimedia, Marker, Board, Power Point Presentations and Handouts

INTRODUCTION OF THE TOPIC

You have spent weeks teaching the concept of photosynthesis in biology. How do you
design a test question that truly assesses if students grasp the complex interplay of light,
water, and carbon dioxide? Item development, the art of crafting effective assessment
questions, is crucial. It goes beyond simply asking students to define photosynthesis.
Well-developed items can probe deeper understanding, like analyzing the role of each
element or applying the concept to explain plant growth in different environments. By
carefully crafting these "items," educators can ensure their assessments accurately
measure student learning.

"Beyond True or False: Expanding Assessment Options"

Present a scenario: A teacher relies heavily on true/false or multiple-choice questions for

all assessments. Is this approach truly assessing student understanding?

• Ask participants to discuss the limitations of using only a few question formats.
• Facilitate a discussion about the importance of diverse and well-crafted items for effective
assessment.

Content Delivery:

1. The Building Blocks of Assessment: Explaining Item Development

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• Define item development and its role in creating effective assessments.

• Introduce key components of a well-designed item:
o Clarity: The item and instructions should be clear and unambiguous.
o Alignment: The item should assess the intended learning objective.
o Difficulty: The item should be challenging but achievable for the target students.
o Discriminatory Power: The item should effectively differentiate between students who
understand the concept and those who don't.

Benefits & Examples:

• Discuss the benefits of effective item development for student learning and teaching
practice.
• Provide examples of well-designed and poorly designed items across different formats,
including:
o Multiple Choice Questions
o Short Answer Questions
o Essay Questions
o Performance Tasks

2. Matching the Item to the Objective: Choosing the Right Format

• Explore different types of assessment items and their suitability for assessing various
learning objectives and skills (e.g., knowledge recall, application, critical thinking).
o Discuss strategies for writing clear and concise instructions for each item
type.
o Video
o Story
o Scenario
o Realia

ACTIVITIES

Activity-1

Item Format!

Participants will be presented with a set of learning objectives. In pairs, they will match
each objective with the most appropriate item format and justify their choices.

Materials:

• List of Learning Objectives

• Descriptions of Different Item Formats (e.g., multiple choice, essay)

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3. Crafting Effective Distractors and Avoiding Common Pitfalls:

• Discuss the importance of well-crafted distractors in multiple-choice questions to avoid

ambiguity and encourage critical thinking.
Highlight common mistakes in item development and strategies to avoid them (e.g.,
grammatical errors, ambiguous wording, key term giveaways).

Activity-2

Treating the Distractors:

Participants will be presented with multiple-choice questions with poorly written

distractors. Individually, they will revise the distractors to be more plausible and
challenging for students.

Materials:

• Sample Multiple Choice Questions with Flawed Distractors

WRAP-UP

Summarize the key takeaways, emphasizing the importance of creating high-quality

assessment items that lead to accurate evaluation of student learning.

ASSESSMENT/REFLECTION

Distribute a self-reflection form:

• How will you use the principles of item development to improve the quality of your
assessments?
• What strategies will you employ to create a variety of item formats that cater to different
learning styles and abilities?

Additional Resources:

• Provide a list of resources for further exploration, including online modules, item
development templates, and rubrics for evaluating item quality.

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6.7 Classroom Observation Tool (COT)

LEARNING OUTCOMES

By the end of this session participants will be able to:

• understand the importance and significance of the Classroom Observation Tool

(COT).
• understand and interpret various components of the Classroom Observation Tool
(COT).
• understand newly introduced subject-specific COT indicators for the project
EaSTE.
• provide actionable feedback on a lesson observed.

MATERIALS / RESOURCES

Multimedia, Marker, Board, PowerPoint Presentations, Handout: Classroom Observation

Tool(COT), Handout: Matching Activity, Handout: COT Practice No.4, Handout: Rubrics,
Handout: Subject-specific COT Indicators, board, chart papers, glue/scotch tape,
coloured markers

INTRODUCTION OF THE TOPIC

• Welcome the participants to the session.
• Share the learning outcomes of the session with the participants.
• Begin by asking participants what is the purpose of classroom observations.
• Ask them to first think individually and then pair up with the person sitting next to
you and discuss.
• Encourage them to share their initial thoughts and ideas freely.
• Write down their responses on a chart or board in the form of a mind map.
• Elicit the importance of classroom observation for effective teaching and learning.
• Take random responses.
• To consolidate, share that according to the Classroom Observation Tool (COT)
manual:
• Share that:
The purpose of the classroom observation visits is to observe teachers
teaching and to provide feedback to help them improve.
The aim is to build a cycle of data collection (observation), action, and
evaluation, led by AEOs working with schools and teachers in their Markaz.
• Ask participants “Why do headteachers need to observe the classroom teaching

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of the teachers?”
• Take responses and write the keywords of the responses on a flip chart.
• Generate a brief discussion on the following points.
o Classroom observations provide valuable insights into a teacher's strengths
and areas for improvement.
o Headteachers can use this information to tailor professional development
opportunities and support the growth of individual teachers.
o This process contributes to maintaining a high level of quality and
consistency across the school's instructional practices.
o Observing classrooms allows headteachers to gauge student engagement
levels.
o Provides headteachers with the opportunity to identify innovative and
effective teaching practices.
o Allows headteachers to establish open and transparent communication with
teachers.

ACTIVITIES

• Conduct the following activities for the development of the concept

Activity-1: Interpreting the Classroom Observation Tool (COT)

• Ask participants what they think should be observed in a classroom.

• Take random responses and appreciate their input.
• Ask them what they know about the Classroom Observation Tool (COT).
• Elicit a few responses and share:
The Classroom Observation tool that is implemented at primary levels by the
Assistant Education Officers has 11 generic practices.

• Divide the participants into four groups.

• Distribute Handout: Classroom Observation Tool and ask each group to
observe and discuss the layout and the key components of the COT.
• Take random responses and generate a brief discussion on the following parts of
the Classroom Observation Tool (COT).
Part 1: Pre-observation
Part 2: Classroom observation (11 practices, Time on learning &
Duration of the lesson observed)
Part 3: Post -Observation discussion

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• Clarify any misconceptions

• Distribute cut-ups of Handout: Matching Activity, chart papers, and glue, ask
each group to match the categories with the 11 practices and paste it on the
chart paper.
• Ask groups one by one to share the category and the matched practices.
• Clarify any misconceptions.

• Display the following questions on the board/chart paper/PPT slide.

1. Why is it important to tell lesson objectives and relate them to classroom

activities?
2. How is making connections to students’ daily lives important?
3. How can teachers establish a good learning atmosphere in the class?
4. How can we measure student progress? And what tools are used to
measure students’ progress?
5. What are the elements of “Checks for understanding”?
6. What are the qualities of effective feedback?
7. What is the importance of critical thinking tasks?
8. What is the classroom culture of an ideal classroom?

• In the same groups, allocate 2 questions to each group.

• Distribute 1 chart paper and a different coloured marker.
• Ask them to write the question, discuss it, and give responses in the form of
bullet points with an assigned coloured marker.
• After 10 minutes, ask each group to swap their work with other groups.
• Tell them to read the question and suggested answers written on other groups'
chart paper.
• After discussing their responses in your group, add more points if required.
• Stop the activity once each group gets their chart papers.

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• Ask them to briefly review the added information.

• To conclude, ask each group to share any interesting comment with the whole
class.
Activity-2: Introduction to Subject Specific COT Practices

• Ask the participants while observing an English lesson which practices from the
previously discussed 11 practices, they found to be subject-specific.
• Elicit the importance of subject-specific practices/indicators for observations.
• Take a few random responses.
• Introduce and share the new COT subject-specific indicators/practices for English
introduced in the EaSTE project written on a chart paper/PPT slide.

12. The teacher sets up activities that develop effective oral communication
skills in English.

13. The teacher uses contextualization and teaches the concept of grammar
meaningfully.

14. The teacher sets up reading tasks effectively and demonstrates how to
extract meaning.

15. The teacher demonstrates how to identify and correct mistakes in a given
sentence and can adapt editing tasks to suit the students’ needs

16. The teacher creates meaningful activities that develop students’ social
awareness and promote open discussions about them.

• Inform that for each observation indicator/practice, the rubric suggests that the
observer rate the specified teaching practice from 1 (low) to 5 (high).
• Ask them to keep in mind what would an observer see during stages of a low,
medium, and high-scoring delivery of the lesson.
• Divide the participants into 5 groups.
• Share the Handout: COT Practice No.4. to each group.
• Have a detailed discussion on each rubric of Practice No.4 as a whole class.
• After discussion, assign each group one new subject-specific COT indicator.
• Distribute the set of rubric cut-ups for the given indicator. (Handout: Rubrics)
• Ask them to first read the given rubric, then rate the rubric as low, medium, and
high for the allocated indicator.

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• Ask them to keep in mind what would an observer see during stages of a low,
medium, and high-scoring delivery of the lesson.
• For each rubric choose an activity that demonstrates low, medium, and high
performance as done with COT Practice no.4.
• Ask each group to give a 2-minute presentation and share the rubric with
examples of the assigned indicator with the whole group.
• Share the Handout: Subject Specific COT Indicators to clarify any
misconceptions.
• Inform the participants that they can follow the QAED YouTube channel (link:
[Link]
)or the following QR code to view short videos
prepared for the understanding of 11 practices of COT.
• To conclude, ask participants to share their
understanding.

Activity-4: Actionable Feedback

• Ask participants to work in pairs and brainstorm the word “Actionable Feedback”.
• Write their responses on the flip chart.
• Generate a brief discussion on actionable feedback and its main characteristics.
Actionable feedback is feedback that provides specific, clear, and constructive
guidance or suggestions for improvement. It goes beyond simply stating what is
good or bad and offers practical steps or actions that the recipient can take to
address the areas identified for improvement. Actionable feedback is valuable
because it helps the recipient understand what they need to do differently and how
they can achieve it.
Key characteristics of actionable feedback include:
1. Specific: Actionable feedback is precise and detailed, focusing on particular
behaviors, actions, or outcomes. It avoids vague or general statements.
2. Clear: It is easy to understand and interpret. Actionable feedback clearly
communicates the expectations or desired changes.
3. Constructive: Actionable feedback is framed in a positive and supportive
manner, emphasizing opportunities for growth rather than criticism.
4. Relevant: Feedback is relevant to the recipient's goals, responsibilities, or
areas of improvement. It is tailored to the individual's needs and circumstances.

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5. Feasible: Feedback includes suggestions or recommendations that are realistic

and feasible for the recipient to implement.
6. Prompt: It is provided on time, allowing the recipient to act on it promptly and
effectively.

• Ask a few participants to share their understanding with the whole class.
• Share the following Video link:
[Link]
• Ask participants to watch the video and individually fill in the Classroom
Observation TOOL (Handout: Classroom Observation Tool)
• Ask participants to work in groups and share their observations.
• Now in their groups highlight two practices that the teacher needs to improve
and write them in in the last part of COT: Post-Observation discussion.
PART 3: POST-OBSERVATION DISCUSSION
Practice to improve: (Select two practices)
Actionable feedback to the teacher:

Practice ______

Practice ______ Actionable feedback to the teacher:

Any other urgent observation/action required

• Ask each group to read out their suggested “Actionable feedback”.

• To conclude ask each group to share their understanding with the whole class.

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WRAP-UP

• Distribute sticky notes in the class.

• Ask the participants to think about what they learned from today's session.
• Ask them to prepare a 1-minute elevator pitch in which they summarize their
learning.
• Encourage the participants to discuss their pitch to different people in their group.
• Take random responses to conclude the session.

ASSESSMENT/REFLECTION

• For further reading: Share the following QR code:

[Link]
[Link]

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Handout: Classroom Observation Tool (COT)

[Link]

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 29 Module for Promotion Linked Trainings

.[Link]

Handout: Matching Activity

CATEGORIES

Classroom Culture Critical Thinking Checks for

Understanding

Feedback Lesson Facilitation

CLASSROOM OBSERVATION TOOL (COT) 11 PRACTICES

1. The teacher explicitly articulates the objectives of the lesson and relates
classroom activities to the objectives.
2. The teacher's explanation of the content is clear and correct.

3. The teacher makes connections that relate to students’ daily lives or other
content knowledge.
4. The teacher models by enacting, thinking aloud, or showing a final product
expected of the students.

5. The teacher uses questions, prompts, or other strategies to determine students’

level of understanding.

6. The teacher monitors most students during individual or group work.

7. The teacher adjusts teaching to the level of the students.

8. The teacher provides specific comments to help students clarify

misunderstandings and understand successes.

9. The teacher asks thinking questions.

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10. The teacher provides thinking tasks.

11. The teacher responds to students’ needs.

Handout: COT Practice No. 4

COT Low (1-3) Medium (3) High (4-5)
Practice/indicator
4. The teacher The teacher does not The teacher partially The teacher
models by model. models the learning completely models
the learning
enacting or thinking For example: During a activity.
activity by enacting
aloud or lesson teacher asks or demonstrating
For example: In an
by showing a final students to write a English class where all parts
product story. She just writes of the procedure
the objective of the and/or by thinking
expected of the the title and asks activity is to write a aloud.
students. students to write paragraph, the
without giving any teacher only For example: The
model story. Or word demonstrates teacher
bank or story starters. how to write a topic demonstrates how
to calculate area.
sentence. She shows how to
In a math class, the calculate the area
teacher shows of the blackboard.
(enacts) She describes
how to draw a bar each step in the
process starting
graph but does not with measuring the
clarify how s/he length and breadth
extracted the data of the board,
from the text to writing down the
measurements,
create the bar.
then
multiplying them
and then deciding
what unit of
measurement to
use to express the
area (enactment of
a procedure).

A child is struggling
to read a word in a
sentence. The
teacher models a
strategy for
reading the word.

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Talking to herself,
she
identifies the letters
in the word, then
she
looks at the picture
in the book then
she
reads the word

Handout: Rubrics
INDICATOR
LOW MEDIUM HIGH

12. The teacher does not set The teacher either sets The teacher plans and
up activities which up activities which delivers activities which
develop effective oral partially develop some develop effective oral
communication skills in oral communication communication skills in
English. skills in English or English.
English communication
skills happen
somewhat randomly
during the class.
13. The teacher does not set The teacher partially The teacher can set up
up reading tasks sets up effective effective reading tasks
effectively nor reading tasks and and clearly demonstrates
demonstrate how to sometimes how to extract meaning.
extract meaning. demonstrates how to
extract meaning.

14. The teacher does not The teacher partially The teacher effectively
demonstrate how to demonstrates how to demonstrates how to
identify and correct identify and correct identify and correct
mistakes or adapt editing mistakes and mistakes and adapts
tasks to suit the students’ sometimes adapts editing tasks to suit the
needs. editing tasks to suit the students’ needs.
students’ needs.

15. The teacher does not The teacher The teacher

contextualise grammar contextualises grammar contextualises grammar
concepts and does not concepts fairly concepts effectively and
teach grammar concepts effectively and attempts teaches grammar
meaningfully. to teach grammar concepts meaningfully
concepts meaningfully.

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16. The teacher does not The teacher attempts to The teacher creates
create meaningful create meaningful meaningful activities that
activities that develop activities that develop develop students’ social
students’ social students’ social awareness and sets up
awareness and is not awareness and group discussions about
able to set up group sometimes sets up these topics.
discussions about these group discussions
topics about these topics.

Handout: Subject-Specific COT Indicators

Indicator Low (1) Medium (3) High (5)
12. The teacher The teacher does not The teacher either The teacher plans
sets up activities set up activities that sets up activities and delivers
that develop develop effective oral that partially develop activities that
communication skills some oral develop effective
effective oral
in English. communication oral communication
communication skills in English.
For example, the skills in English or
skills in English English
teacher does no For example, the
activities where communication
teacher sets up pair
students are skills happen
somewhat randomly work/group work
speaking in English –
during the class. activities where
they listen to the
teacher/read/write. students are
For example, the
teacher engages in required to do a task
Or in English and the
communication in
For example, they English with a few teacher monitors the
repeat by rote without students without groups.
communicating or involving the rest of
responding in a the class.
meaningful way in Or the teacher only
English. does activities with
the whole class
without setting up
pair or group work.
13. The teacher The teacher does not The teacher can set
The teacher partially
sets up reading set up reading tasks up effective reading
sets up effective
tasks effectively effectively nor reading tasks and tasks and
and demonstrates demonstrate how to sometimes demonstrate how to
how to extract extract meaning. demonstrates how extract meaning.
meaning. For example, the to extract meaning. For example, the
teacher does no pre- teacher does pre-

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reading activity such For example, the reading activities

as pre-teaching teacher does some such as pre-
vocabulary or pre-reading activities teaching vocabulary
prediction. such as pre- or prediction.
teaching vocabulary
Or Or
or prediction.
For example, the For example, the
Or For example, the
teacher does nothing teacher regularly
teacher occasionally
to check whether checks whether
checks whether
students understand students
students understand
the meaning of the understand the
the meaning of the
text. meaning of the text
text but doesn’t have
and has a clear
a clear strategy to
strategy to explain
explain further if the
further if the
students don’t
students don’t
understand.
understand.

14. The teacher The teacher does not The teacher partially The teacher
demonstrates demonstrate how to demonstrates how effectively
how to identify identify and correct to identify and demonstrates how
mistakes or adapt correct mistakes to identify and
and correct
editing tasks to suit and sometimes correct mistakes
mistakes in a the students’ needs. adapts editing tasks and adapt editing
given sentence to suit the students’ tasks to suit the
and can adapt For example, the
teacher does no pre- needs. students’ needs.
editing tasks to writing activities such For example, the For example, the
suit the students’ as identifying key teacher attempts a teacher successfully
needs. sentences pre-writing activity sets up a pre-writing
Or such as identifying activity such as
key sentences with identifying key
For example, the partial success. sentences.
teacher does nothing
Or Or
to explain why certain
structures (tenses, For example, the For example, the
linking words, etc.) teacher attempts to teacher effectively
are used in the text. explain why certain explains why certain
structures (tenses, structures (tenses,
linking words, etc.) linking words, etc.)
are used in the text are used in the text.
with partial success.
15. The teacher The teacher does not The teacher The teacher
uses contextualise contextualises contextualises
contextualisation grammar concepts grammar concepts grammar concepts
and does not teach fairly effectively and effectively and
and teaches
grammar concepts attempts to teach teaches grammar
concepts of meaningfully. grammar concepts concepts
grammar meaningfully. meaningfully.
For example, the
meaningfully.
teacher writes the For example, the For example, the
structure on the teacher writes the teacher puts the

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board without giving structure on the language in the

examples of a board and gives correct context
context where and examples of a before teaching the
when this language context where/when structure and gives
would be used. this language would examples of a
Or be used. context where and
Or when this language
For example, the
would be used.
teacher does not For example, the
Or
check that the teacher sometimes
checks that the For example, the
students have
students have teacher continuously
understood where
understood where checks that the
and when this
and when this students have
structure can be
structure can be understood where
used.
used. and when this
structure can be
used.
16. The teacher The teacher does not The teacher The teacher creates
creates create meaningful attempts to create meaningful
meaningful activities that develop meaningful activities activities that
students’ social that develop develop students’
activities that
awareness and is not students’ social social awareness
develop students’ able to set up group awareness and and sets up group
social awareness discussions about sometimes sets up discussions about
and promote open these topics. group discussions these topics.
discussions about about these topics.
For example, the For example, the
them. teacher reads from For example, the teacher asks the
the textbook without teacher asks the students interesting
asking the students students questions and thought-
thought-provoking before looking at a provoking questions
questions. reading text, before looking at a
although these reading text and
Or
questions do not weaves the
For example, the always lead to students’ answers
teacher does not set fruitful discussion. into a fruitful
up discussion groups Or discussion.
where the students Or
For example, the
can give their ideas
teacher sets up For example, the
and opinions.
discussion groups teacher sets up
where the students discussion groups
can give their ideas where the students
and opinions but can give their ideas
does not monitor and opinions,
and support the monitors and
groups. supports the groups,
and gives feedback
to the students on
the discussions.

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