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7.LO - Q - FormativeAssessment M2

This document provides guidance for submitting evidence of a formative assessment activity used in one of two observed lessons. The activity must show how it supports and monitors student learning. It can be designed for individual, pair, or group work and provide feedback accordingly. Examples of acceptable formative assessments include quizzes, games, and questioning. The feedback should be constructive, indicate what students did well and need to improve on, and be focused on helping students know how to improve. Up to two student work samples can also be submitted to demonstrate how feedback was provided.

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49 views

7.LO - Q - FormativeAssessment M2

This document provides guidance for submitting evidence of a formative assessment activity used in one of two observed lessons. The activity must show how it supports and monitors student learning. It can be designed for individual, pair, or group work and provide feedback accordingly. Examples of acceptable formative assessments include quizzes, games, and questioning. The feedback should be constructive, indicate what students did well and need to improve on, and be focused on helping students know how to improve. Up to two student work samples can also be submitted to demonstrate how feedback was provided.

Uploaded by

isamalhassan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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4165 Cambridge International Diploma in Teaching and Learning

Formative assessment activity


Insert evidence of one formative assessment activity that you designed and used in one of the two
lessons together with the criteria you used to measure the assessment method. Your evidence
should show how the assessment activity supports and monitors the learners’ learning.

Guidance for Programme Leader


The formative assessment activity submitted must be one the candidate has designed, is new to their
practice and was used in one of the two observed taught lessons. It is important the candidate submits the
activity in the format it was presented to the learners. They must not simply provide a description of the
activity, except in exceptional circumstances, as this does not evidence their actual practice. The exceptional
circumstances are usually those associated with teaching very young children or those with recognised
learning difficulties and disabilities.

The activity must provide evidence of how it supports and monitors (checks) the learners learning. This is
fairly straightforward when designing an activity such as a quiz, matching game, crossword puzzle, think-
pair-share task, etc. These formative assessment activities can also lend themselves to being differentiated
to make the learning more inclusive.
The possibilities when designing formative assessment activities are infinite but candidates should note the
following:
 the activity can be designed for individual, pair or small group work with the formative feedback
provided accordingly
 if the formative assessment activity is based on the use of learner questioning then the candidate should
submit a list of questions they designed prior to teaching the lesson that evidence the use of open and
closed questions so the learning is differentiated and inclusive
 the feedback to an individual, pair or small group should be constructive and clearly indicate what the
learner or learners have done well and what they must do in the next steps of their learning to improve
 a mark or a grade can be awarded but it must be accompanied with some constructive feedback, which
is usually provided by the teacher but in some circumstances may be provided by the learners themselves
 if a rubric or any other type of marking scheme is used it should be submitted as part of the evidence of
practice
 feedback from the teacher should be understandable, encouraging, relate to the original learning
intention and focus on how the learner or learners can improve by knowing what they must do to
improve and how to do it, therefore it is forward thinking - the use of strategies such as two stars and a
wish, praise sandwich, etc. can be used for this purpose

To support evidence of practice a candidate can provide up to two examples of assessed work
(high and low achievers) that demonstrates how feedback was provided. Where applicable a mark
or grade may also be recorded.

4165 Formative assessment activity evidence for assessment in 2016

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