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Thinking and Acting for a Child!

Being a Proactive Teacher in Formative Assessment

location_on Kazakhstan
In the context of implementation of a criteria-based approach to assessment in Kazakhstan, FA has become an innovative practice for teachers. However, statutory formalization of FA in the country’s education policy has not fully induced a substantive change in classroom-based assessment practices because the real FA concepts appear to conflict with the early beliefs and experience of teachers.
Aidana Shilibekova, Director of the Center for Pedagogical Measurements, AEO NIS
"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!"

Aidana Shilibekova, Director of the Center for Pedagogical Measurements, AEO NIS


HundrED has not validated this innovation

Anyone can submit their innovation to HundrED Open. All information on this page is provided by the innovator and has not been checked by HundrED. Innovation page has been created by Saule Soltangazina on November 12th, 2021
Key figures

Innovation Overview

Target Group
15 000
Updated on November 22nd, 2021
about the innovation

Why did you create this innovation?

Statutory formalization of FA in the country’s education policy has led only to nominal implementation of established assessment procedures failing to foster culture and values of classroom-based formative assessment.
This has necessitated a search for effective teaching resources and solutions for FA that would expand beyond fragmentary use of certain techniques and tools by teachers.

How does your innovation work in practice?

Twenty-four proactive cards have been developed for planning and holding lessons focused on various elements of five FA strategies (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.Proactive cards were tested in twenty Nazarbayev Intellectual schools.

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:


Achievements & Awards

November 2021
Innovation page created on

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