3. Lisa Pye
English Language Fellow
US Embassy, Quito, Ecuador
Facebook: English Language Fellow Ecuador
Email: ecuadorelf@gmail.com
MA in Art History, MPA in Public Administration, PhD candidate in Cultural
Foundations of Education

4. Brief Biography
20 years experience in education:
• Teacher, Teacher Trainer, Trainer of Trainers, Curriculum writer,
Workshop facilitator, Project evaluator, Director
Institutions and countries:
• Regional Bilingual Teacher Trainer for NY State’s Education
Department of Bilingual and World Languages
• Future Professoriate Fellow and Mentor at Syracuse University
• Director of the English Language and Cultural Center and TEFL
teacher trainer in Fenerive-est for Peace Corps Madagascar
• English Language Teacher Fellow , Masaryk Foundation in the Czech
Republic

5. Brief Biography
• Professional development for US TEFL teachers located in Costa Rica
and Madagascar
• Special Interest Group Leader for Teaching English Internationally for
NY State TESOL
Trainings and Specializations:
Sheltered Instruction Observation Protocol (SIOP)
Collaboration and Co-teaching
Multicultural Literacy
Intergroup Dialogue
Visual Thinking Strategies
STEM and STEAM art educator

6. Formative Assessment
for Busy Teachers

7. Poll Question
Have you ever heard of
formative assessment?
Indicate if you have heard of formative
assessment.
1 - Yes (thumbs up)
2 - No (thumbs down)

8. Session Objectives
Participants will:
1) Learn the purpose and differences between
summative and formative assessment
2) Discover how to be more mindful when using
formative assessment
3) Learn formative assessment strategies to
incorporate in classroom instruction
4) Create an environment where students are
engaged and become more responsible for their
own learning.

9. Assessment
Two types: Formative and Summative
Differences:
1) use at different times in the learning cycle
2) provide different kinds of feedback to the
teacher and student
3) Importance is different such as low stakes
and high stakes outcome
* Formative assessment tells us how we are learning and
summative assessment tells what we have learned

10. Examples of Summative
Assessment
1. End of Chapter Test
2. End of Unit Test
3. End of Semester Test
4. Ministry mandated end of school year test
5. Semester grades, report cards
6. TESOL Test
* Summative assessment tells us what we have learned.

11. Examples of
formative assessment
1. Observations 9. Kinesthetic Assessment
2. Questioning 10. Individual Whiteboards
3. Discussion 11. Laundry Day
4. Exit and Admit Slips 12. Four Walls & Corners
5. Learning and Response Logs 13. Constructive Quizzes
6. Graphic Organizers 14. Think Pair Share
7. Peer and Self Assessment 15. Appointment Clock
8. Visual Representation 16. Projects, Presentations
* Formative assessment tells us how we are learning.

12. How can teachers use formative instruction
to gain more insight of how students are
learning?
How can teachers create an active classroom
where students are responsible for their
learning?

13. Questioning: What information does thumbs up
and thumbs down give the teacher and the
student? Try thumbs up, middle, and down.

14. Questioning: Use a larger scale to have a
greater understanding of what students
know, are learning, and have learned.
How about saying: What is formative assessment? (or:
can you construct a compare and contrast arguement)
Indicate your level of knowledge of formative assessment on a
scale of A, B, C, D
A- Very knowledgeable (I can teach others)
B- Knowledgeable (I can use it)
C- Heard of it
D- Never heard of it

15. What does this look like in the
classroom? Use the blackboard or
student notebooks.
A- Very knowledgeable (I can teach others)
B- Knowledgeable (I can use it)
C- Heard of it
D- Never heard of it

16. Kinesthetic Learners, Four Walls,
Corners
North Agree
West East
South Disagree
1
2 3
4

17. Think Pair Share
Think Pair Share (also known as Elbow Partners)
1. Turn to your elbow partner. Explain to your partner each the
differences between formative and summative assessments
(or the differences between an opinion essay and an
informational essay)
2. Turn to a different elbow partner. (Explain again or use a
different question. This re-enforces learning.)
*What is the teacher doing? Observing, listening, providing
feedback to the class

18. What does this look like in the
classroom?
(* *) (* * *)
(* *) (* *) (* *)
(* *) (* * ) (*)

19. Clock Partners
Clock Partners is similar to elbow partners. Students make a schedule to
meet and work together with different partners. This can be a quick
question, a presentation to the whole class, a long-term project.
Ask students to use 2 vocabulary words in a sentence.

20. 1. Students can use a piece of paper, or a circle, or a paper plate with a clock
drawn on it. Students write down the times 9:00, 12:00, and 3:00. Add more
or less times depending upon what students are learning.
2. After teaching the concept, the teacher tells the students to find their 9:00
partner. The teacher clearly states what the students should be doing and
how long the partners will work together.
3. Students move to work with their 9:00 partner and later the 12:00.
*Teachers: move about the room to listen, observe, and provide immediate
re-teaching to the partners, triads, and even the entire class if necessary
during the task or when students return to their seats.
What does this look like in the
classroom?

21. Poll Question
In the comments section:
What is one thing you would like to learn more
about regarding formative assessment?

22. Admit and Exit Tickets
Students use a slip of paper or post-it note to:
1. Write down two things they learned and one thing they would
like to re-learn.
2. Write down three vocabulary words that they found difficult.
3. Draw a picture of a concept or vocabulary word
4. A question that they have about the concept or content.
5. Four squares on a paper with specific questions.
* The teacher collects this information and provides feedback to the entire
class either immediately or the next day.

23. What does this look like in the
classroom?
What did you
learn?
What would you
like to learn?
What is one
question you still
have?
How does this
connect with
what we have
learned?

24. Did we achieve our goals?
Participants will:
1) Learn the purpose and differences between
summative and formative assessment
2) Discover that most teachers already use formative
assessment and learn how to be more mindful when
using formative assessment
3) Learn formative assessment strategies to incorporate
in classroom instruction
4) Create an environment where students are engaged
and become more responsibility for their own
learning.

25. Final Poll Question
What is formative assessment?
Indicate your level of knowledge of formative
assessment on a scale of A, B, C, D
A- Very knowledgeable (I can teach others)
B- Knowledgeable (I can use it)
C- Heard of it
D- Never heard of it

26. Thumbs up!
How many of teachers will try to use more
formative assessments in your classroom starting
tomorrow? We hope you all will!
Yes!

27. Resources & Attributions
Examples of Formative Assessment adapted from:
https://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
More information and resources with American English:
https://americanenglish.state.gov/resources/american-english-webinars
Image:
https://es.linkedin.com/pulse/evolucionando-el-talento-humano-arturo-
cantos

28. Thanks for joining us!
Check us out next month
▫ Presenter: Connie Hahne
▫ Location: Lima, Peru
▫ Topic: Authentic Writing Activities
▫ Date: February 28, 2018
▫ Time: 1500-1600

29. fellow@elprograms.org
@ELPrograms
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