Mo d u le 7 A c tiv i tie s (A ssessmen t)

Activity 1: Mini-Whiteboard Brainstorm (from Joao Xavier)

It takes around 10-15 minutes for this activity. The teacher asks a broad question related to the upcoming
topic, and he/she asks the students to jot down their initial thoughts or ideas on mini whiteboards. Then,
he/she collects their mini-whiteboards and reviews their ideas, which serves as the starting point for the
lesson. Throughout the lesson, the teacher and students can revisit their initial responses, encouraging
them to refine or expand upon their ideas as we cover the topic.

Activity 2: Diagnostic Multiple-Choice Quiz (from Joao Xavier)

It takes around 20-25 minutes. Its purpose is to check students' understanding of specific concepts and
tackle common misconceptions. The teacher provides students with a multiple-choice quiz featuring
carefully crafted questions, each designed to target a specific misconception. After they complete the
quiz, the teacher analyzes the results. This data helps teachers identify areas where students may need
extra support, and he/she can adjust the teaching accordingly. It's a reliable tool for tailoring instruction
and offering targeted feedback to enhance comprehension.

Activity 3: Shadow Test Challenge (from Joao Xavier)

It takes around 30-35 minutes. This activity can assess the effectiveness of the teacher’s feedback and
students' learning progress. It is done after they've received and acted on feedback following an
assessment. This test closely resembles the original but includes slightly modified questions. It's like
testing version 2.0. It is used to see if the feedback has led to improved understanding. By comparing the
results of the shadow test to the initial assessment, the teacher can determine whether the feedback has
been successful and adjust the teaching strategies as needed. It's a valuable tool for refining the learning
process.

Activity 4: One-minute papers (from Giovanna Ferrer, FSME Module 7)

The students are given one minute to write down the most confusing or intriguing aspect of the day's
lesson. The teacher then can use these papers to address student concerns and tailor future lessons
accordingly. This is to gather feedback on what students found most confusing or intriguing about a topic,
to assess students' grasp of key lesson concepts, identify areas of confusion, and adapt instruction
accordingly. It takes only 5 minutes.

Activity 5: My Learning Journal (from Giovanna Ferrer, a teacher at her school)

After each lesson, students write short reflections on what they learned, what was challenging, and what
they would like to explore further. The teacher can review these entries to gain insights into individual
students' understanding and progress. This activity can encourage metacognition and assess students'
understanding of their learning. It takes 5-10 minutes at the end of each lesson or it can be also written
during class.

Activity 6: Peer Editing Workshop (from Giovanna Ferrer, Module 7 FMSE)

Activity 7: Traffic Light Cards (from Yassine Tourane, adapted from various formative assessment
resources)

This activity provides a quick visual indicator of student understanding. Red signals a lack of
understanding, yellow indicates partial understanding, and green signals full comprehension. It takes
about 5 minutes and requires three cards per student (red, yellow, green). After a lesson or concept, the
teacher distributes red, yellow, and green cards to each student. He/she asks a targeted question related
to the lesson. Students hold up the card corresponding to their understanding. It allows for immediate
feedback, guiding further instruction based on the class's collective comprehension.

Activity 8: Interactive Exit Tickets (from Yassine Tourane, evolved from common formative assessment
practices.)

This activity aims to dynamically assess individual student understanding and encourage reflective
thinking. It takes about 10 minutes and requires small slips of paper or digital devices. At the end of a
lesson, the teacher instructs students to summarize one key concept they understood well and one
concept they found challenging. They can write their responses on paper or input them into a digital tool.
The teacher collects these interactive exit tickets and uses the information to tailor future lessons. This
approach not only gauges understanding but also promotes metacognition as students reflect on their
learning process and areas of difficulty.

Activity 9: Think-Pair-Share with Whiteboards (from Yassine Tourane, inspired by collaborative learning
techniques)

This is to assess individual understanding and encourage peer-to-peer teaching. It takes about 15 minutes
and requires small whiteboards and markers. The teacher presents a question or problem related to the
lesson. Then, the teacher asks students to individually write or draw their responses on whiteboards and
has them pair up to discuss and refine their answers. Finally, he/she selects a few pairs to share their
responses with the class. This activity not only assesses understanding but also promotes student
engagement and collaborative learning.

Activity 10: Language Arts, Upper Elementary (from Hossam Doghaim, a book entitled by “ Formative
assessment : examples of practice)

This activity aims at asking students a series of planned questions to check their understanding of a story
they had already read. The role of the teacher here is to inform students that questions aim to read for
the main idea and details. The students will be asked to answer the questions the teacher has already
prepared individually in small groups. The time is from 7 to 1o minutes.

Activity 11: Text rendering (from Hossam Doghaim, article entitled 54 different examples of formative
assessment by David Wees)
This activity takes 15 minutes and aims to let students read a text then they will be asked by their teacher
to write three sentences they find important, or interesting or they can give them “Ah Ha” on blank cards
or a piece of paper. Then, a group of students can share a sentence from the text. After that, the teacher
asks a student to select a phrase from a sentence to share it. Next, a student is asked to share a word from
a sentence. later the teacher will ask his students if the words, phrases, or sentences can sum up.

Activity 12: Thumb up, middle or down (from Hossam Doghaim, a course)

The purpose of this activity is to check if students understand a specific concept. Thump up if they
understand, thump middle if they feel unsure, and thump down if they don’t understand. The teacher
asks and students respond. This takes less than a minute.

Activity 12: Red and green card (from Mercya Dewi, Teacher-Coop)

This is an effective and straightforward way for teachers to evaluate their students' comprehension of a
particular topic. This game can be used for any subject to practice students’ listening and reading skills.
To play the game, students raise either a red card to indicate a false statement or a green card to indicate
a true statement in response to a question displayed by the teacher (either written, spoken/listening, or
pictured). To ensure fairness, I ask students to close their eyes during listening tests so they won't see
other students' answers. I also use this game for pre- or post-assessments. By playing this game, teachers
can gather data by observing students' responses. If students don't understand the material, they may
give incorrect responses. Conversely, students who comprehend the content would answer correctly,
allowing teachers to conclude that the lesson has been successful.

Activity 13: 30-second share (from Mercya Dewi, university)

At the end of each lesson, the teacher randomly selects 3-5 students to share what they learned. They are
asked to briefly explain or summarize several key points that they got from the lesson within 30 seconds.
This focuses on building students' confidence in speaking English in front of others, instead of just testing
their comprehension as many students are reluctant to speak English, so it's important to create an
environment that encourages them to practice speaking skills in any situation.

Activity 14: Four Corners (from Mercya Dewi, internet)

The concept of using four corners as a formative assessment is similar to the "exit ticket" exercise done in
the FSME course. The difference with the four corners approach is that there are four posts set up in each
corner of the classroom.

To do this, the teacher should establish four corners and provide one or two different questions in each
corner. For example:

Corner 1: Can you explain the difference between A and B?

Corner 2: Please read this sentence carefully. Can you find any mistakes or errors in this sentence?

Corner 3: Please share important things or wonderful experiences that you had during the lesson!
Corner 4: Do you have any ideas for the next meeting, like a game or activity to make learning more
exciting? Do you have any suggestions about things that should be improved?

The teacher can divide the students into four groups and give them three minutes to answer the
questions. Once they finish, they can move to the next post.

Activity 15: Comment-only marking

I got this from the website [Link]. This is a formative assessment that is given by the
teacher. By not focusing on scores, students can get feedback and improve their work/learning based on
the feedback.

Teachers can write comments on paperwork or type them if the work is submitted online. The time
needed depends on how much comment the teacher gives on the work. In this case, the teacher needs to
focus the comment on the topic or the emphasized aspects of learning. For example, if the focus is
grammar points, the teacher should not comment on other aspects of language.

Activity 16: Popsicle Sticks

I read about this idea on [Link] to an external site.. This is also assessment by the
teacher. To do this, the teacher needs bright-colored popsicle sticks with the students' names on each
stick. During this activity, have each student put their name on a popsicle stick in a jar or box on the
teacher's desk. Then, the teacher pulls popsicle sticks to see who will be answering questions about the
lesson. Knowing their name could be pulled makes students who might let peers do the talking focus on
the learning. It dispels notions of favoritism and identifies learning gaps. And, most importantly, provides
real-time feedback teachers can use in their lesson planning. The time needed is very short since it is just
pop-up questions to make sure students understand a part of the materials.

Activity 17: Partner quiz

I learned about this idea from [Link] to an external site.. To launch a partner quiz,
the teacher pairs students together and provides an open question to tackle. As they work to solve it, the
teacher encourages them to give each other corrective feedback — identifying mistakes and explaining
how to reach proper solutions. Once the pair has answered the question, each student can independently
work on a question related to the same concept. The teacher can collect responses to wrap up the
exercise. This can be a form of peer assessment if the teacher provides guidance for the students to
evaluate their peers during the corrective feedback. Later, teacher can get involve and give the final say
so students can improve after the teacher's feedback. Time needed depends on how many questions need
to be answer.