Cookie preferences

HundrED uses necessary cookies that are essential to use the service and to provide a better user experience. Read more about our cookies.
Accept cookies

Being a Proactive Teacher in Formative Assessment

place Kazakhstan

Developing proactive cards for teachers to implement FA at the classroom level

Nazarbayev Intellectual Schools have established an experimental platform for the development, research and implementation of modern education models by level. This innovation addresses teachers' knowledge on formative assessment into real action for the best interest of the child. The result of this initiative has led to the research of effective teacher resources for formative assessment.

HundrED 2024






Target group
March 2022
"You gain valuable practical experience in formative assessment, yet it all starts with your attitude towards what you are doing. Be positive and always remain open to new ideas!"

About the innovation

Why did you create this innovation?

In the context of the curriculum reform in Kazakhstan for the implementation of a criteria-based approach to assessment, FA has become an innovative practice for teachers. However, statutory formalisation of FA in the country’s education policy has not fully induced a substantive change in classroom-based assessment practices because the FA concepts often appear to conflict with the early beliefs and experience of teachers.

What does your innovation look like in practice?

A detailed framework and twenty-four proactive cards have been developed to help teachers plan and hold lessons focused on various elements of five FA strategies, according to the theory of formative assessment by Black and Wiliam. Each card is designed to ensure that when planning methods of working in class, the teacher begins to act more consciously and purposefully reflecting on conditions and outcomes of FA implementation. Proactive cards consist of two sections. The first section ‘Lesson Planning’ is defined by the teacher, it includes learning goals, assessment criteria, levels of thinking, items and descriptors that allow to identify contextual materials for lessons. The second section ‘Lesson Arrangement’ covers planning activities in the classroom. The use of proactive cards is not oriented towards immediate short-term results; instead, teachers need to focus on potential long-term consequences related to building a culture of FA where students become active participants in their learning.

How has it been spreading?

This project was created in 2018 on the basis of experience of 20 Intellectual schools. Currently, the resource is available to all Kazakhstani teachers, and we would like to present our teaching guide "Being a proactive teacher in formative assessment" to teachers in other countries through the Hundred platform.

If I want to try it, what should I do?

This teaching resource is publicly available to KZ teachers at (in Kazakh) (in Russian) (video in Eng)
This teaching resource is publicly available to everyone in Kazakh, Russian and English at:

Impact & scalability

Impact & Scalability

Nazarbayev Intellectual Schools and their Centre for Pedagogical Measurements developed this excellent initiative to implement a criteria-based approach focused on formative assessment. The model is impactful and has proven to be scalable across different regions in Kazakhstan. In addition, it is accessible, free of charge and easy-to-use for every teacher across the world.

HundrED Academy Reviews

This innovation is influential, transforming teachers' knowledge and thinking ability into practice which is beneficial to students. Such proactive patterns lead teachers to reflect on students' reactions and make timely adjustments.

It is impressive that all the teachers of Kazakhstan have access to this tool! Since they have created a framework for Formative Assessment, it can definitely be utilised by teachers across other countries.

- Academy member
Academy review results
Read more about our selection process

Spread of the innovation

loading map...