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List at least 2 examples of formative assessments you implemented in your class during the past academic year.

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Group Task (as indicated on Padlet) – 30-minute build, 3-minute share

•Open Padlet, find your group section.

•In your group, choose ONE lesson stage: warmer / presentation / controlled practice / freer practice / production.

•Pick a topic from your subject (e.g., Prime numbers in Math).

•In 30 minutes, design a Formative Assessment Plan that includes:

FA type (PZ routine, Kagan structure, exit ticket, hinge question, etc.)

Student directions (what learners do—30–60 words)

Feedback plan

Data use (what evidence you’ll collect and exactly how you’ll act on your traffic light –  Green/Amber/Red next lesson)

•Present in 3 minutes or less.

Post your work here.

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Group Task (as indicated on Padlet) – 30-minute build, 3-minute share

•Open Padlet, find your group section.

•In your group, choose ONE lesson stage: warmer / presentation / controlled practice / freer practice / production.

•Pick a topic from your subject (e.g., Prime numbers in Math).

•In 30 minutes, design a Formative Assessment Plan that includes:

FA type (PZ routine, Kagan structure, exit ticket, hinge question, etc.)

Student directions (what learners do—30–60 words)

Feedback plan

Data use (what evidence you’ll collect and exactly how you’ll act on your traffic light –  Green/Amber/Red next lesson)

•Present in 3 minutes or less.

Post your work here.

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Group Task (as indicated on Padlet) – 30-minute build, 3-minute share

•Open Padlet, find your group section.

•In your group, choose ONE lesson stage: warmer / presentation / controlled practice / freer practice / production.

•Pick a topic from your subject (e.g., Prime numbers in Math).

•In 30 minutes, design a Formative Assessment Plan that includes:

FA type (PZ routine, Kagan structure, exit ticket, hinge question, etc.)

Student directions (what learners do—30–60 words)

Feedback plan

Data use (what evidence you’ll collect and exactly how you’ll act on your traffic light –  Green/Amber/Red next lesson)

•Present in 3 minutes or less.

Post your work here.

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Group Task (as indicated on Padlet) – 30-minute build, 3-minute share

•Open Padlet, find your group section.

•In your group, choose ONE lesson stage: warmer / presentation / controlled practice / freer practice / production.

•Pick a topic from your subject (e.g., Prime numbers in Math).

•In 30 minutes, design a Formative Assessment Plan that includes:

FA type (PZ routine, Kagan structure, exit ticket, hinge question, etc.)

Student directions (what learners do—30–60 words)

Feedback plan

Data use (what evidence you’ll collect and exactly how you’ll act on your traffic light –  Green/Amber/Red next lesson)

•Present in 3 minutes or less.

Post your work here.

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Group Task (as indicated on Padlet) – 30-minute build, 3-minute share

•Open Padlet, find your group section.

•In your group, choose ONE lesson stage: warmer / presentation / controlled practice / freer practice / production.

•Pick a topic from your subject (e.g., Prime numbers in Math).

•In 30 minutes, design a Formative Assessment Plan that includes:

FA type (PZ routine, Kagan structure, exit ticket, hinge question, etc.)

Student directions (what learners do—30–60 words)

Feedback plan

Data use (what evidence you’ll collect and exactly how you’ll act on your traffic light –  Green/Amber/Red next lesson)

•Present in 3 minutes or less.

Post your work here.

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Group Task (as indicated on Padlet) – 30-minute build, 3-minute share

•Open Padlet, find your group section.

•In your group, choose ONE lesson stage: warmer / presentation / controlled practice / freer practice / production.

•Pick a topic from your subject (e.g., Prime numbers in Math).

•In 30 minutes, design a Formative Assessment Plan that includes:

FA type (PZ routine, Kagan structure, exit ticket, hinge question, etc.)

Student directions (what learners do—30–60 words)

Feedback plan

Data use (what evidence you’ll collect and exactly how you’ll act on your traffic light –  Green/Amber/Red next lesson)

•Present in 3 minutes or less.

Post your work here.

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مهمة الإنتاج

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مهمة الإنتاج

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مهمة جماعية (كما هو مذكور في Padlet) – بناء لمدة 30 دقيقة، مشاركة لمدة 3 دقائق

• افتحوا Padlet وابحثوا عن قسم مجموعتكم.
• في مجموعتكم، اختاروا مرحلة واحدة من الدرس: تمهيد / تقديم / ممارسة موجّهة / ممارسة حرة / إنتاج.
• اختاروا موضوعًا من مادّتكم (مثال: الأعداد الأولية في الرياضيات).
• خلال 30 دقيقة، صمّموا خطة تقويم تكويني تتضمن:
– نوع التقويم (روتين Project Zero (PZ)، بنية Kagan، تذكرة الخروج، سؤال مفصلي hinge question، إلخ).
– تعليمات للطلاب (ما الذي سيفعله المتعلمون—30–60 كلمة).
– خطة التغذية الراجعة.
– استخدام البيانات (ما الأدلة التي ستجمعونها وكيف ستتصرفون بالضبط وفق نظام الإشارة الضوئية—أخضر/أصفر (كهرماني)/أحمر—في الدرس التالي).
• قدّموا عرضًا في 3 دقائق أو أقل.

انشروا عملكم هنا.

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Group Task (as indicated on Padlet) – 30-minute build, 3-minute share

•Open Padlet, find your group section.

•In your group, choose ONE lesson stage: warmer / presentation / controlled practice / freer practice / production.

•Pick a topic from your subject (e.g., Prime numbers in Math).

•In 30 minutes, design a Formative Assessment Plan that includes:

FA type (PZ routine, Kagan structure, exit ticket, hinge question, etc.)

Student directions (what learners do—30–60 words)

Feedback plan

Data use (what evidence you’ll collect and exactly how you’ll act on your traffic light –  Green/Amber/Red next lesson)

•Present in 3 minutes or less.

Post your work here.

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Group Task (as indicated on Padlet) – 30-minute build, 3-minute share

•Open Padlet, find your group section.

•In your group, choose ONE lesson stage: warmer / presentation / controlled practice / freer practice / production.

•Pick a topic from your subject (e.g., Prime numbers in Math).

•In 30 minutes, design a Formative Assessment Plan that includes:

FA type (PZ routine, Kagan structure, exit ticket, hinge question, etc.)

Student directions (what learners do—30–60 words)

Feedback plan

Data use (what evidence you’ll collect and exactly how you’ll act on your traffic light –  Green/Amber/Red next lesson)

•Present in 3 minutes or less.

Post your work here.

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Group Task (as indicated on Padlet) – 30-minute build, 3-minute share

•Open Padlet, find your group section.

•In your group, choose ONE lesson stage: warmer / presentation / controlled practice / freer practice / production.

•Pick a topic from your subject (e.g., Prime numbers in Math).

•In 30 minutes, design a Formative Assessment Plan that includes:

FA type (PZ routine, Kagan structure, exit ticket, hinge question, etc.)

Student directions (what learners do—30–60 words)

Feedback plan

Data use (what evidence you’ll collect and exactly how you’ll act on your traffic light –  Green/Amber/Red next lesson)

•Present in 3 minutes or less.

Post your work here.

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Group Task (as indicated on Padlet) – 30-minute build, 3-minute share

•Open Padlet, find your group section.

•In your group, choose ONE lesson stage: warmer / presentation / controlled practice / freer practice / production.

•Pick a topic from your subject (e.g., Prime numbers in Math).

•In 30 minutes, design a Formative Assessment Plan that includes:

FA type (PZ routine, Kagan structure, exit ticket, hinge question, etc.)

Student directions (what learners do—30–60 words)

Feedback plan

Data use (what evidence you’ll collect and exactly how you’ll act on your traffic light –  Green/Amber/Red next lesson)

•Present in 3 minutes or less.

Post your work here.

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Tâche de groupe (comme indiqué sur Padlet) – 30 minutes de conception, 3 minutes de présentation

• Ouvrez Padlet et trouvez la section de votre groupe.
• En groupe, choisissez UNE phase de la leçon : mise en route / présentation / pratique guidée / pratique libre / production.
• Choisissez un thème dans votre discipline (ex. : nombres premiers en mathématiques).
• En 30 minutes, concevez un plan d’évaluation formative comprenant :
– Type d’évaluation (routine PZ, structure Kagan, ticket de sortie, question charnière, etc.).
– Consignes aux élèves (ce que les apprenants feront — 30 à 60 mots).
– Plan de rétroaction (feedback).
– Utilisation des données (quelles preuves vous collecterez et comment vous agirez exactement selon votre feu tricolore — Vert/Orange/Rouge au prochain cours).
• Présentez en 3 minutes ou moins.

Publiez votre travail ici.

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Exit Tickets – At the end of lessons, students wrote quick responses to a question or solved a problem that reflected the day’s learning. This helped me check their understanding and adjust instruction for the following lesson.

Peer and Self-Assessment – Students reviewed their own and their peers’ work using rubrics or success criteria. This encouraged reflection, gave them ownership of their learning, and provided me with insights into areas that needed more support.

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In Visual Arts, I used:

1. Observations and Notes

- I observed students while they worked and noted skill development and engagement.

2. Peer and Self-Assessment

- I asked students to reflect on their own work or provide constructive feedback to classmates.

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KWL charts encourage active learning and provide valuable insight to tailor teacher instruction.

Exit tickets done after lessons provide feedback to improve teaching and learning done.

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Thumbs Up/Thumbs Middle/Thumbs Down – a quick and easy way for teachers to gauge student understanding of a concept or lesson in real-time

Flocabulary's Build the Beat – a game-like activity where students answer vocabulary questions to unlock and create their own beats, providing immediate feedback on their understanding and reinforcing vocabulary learning

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Running records (track miscues, self-corrections, accuracy)

Timed repeated reading (same passage multiple times to build fluency)

Observation & Oral retell

( Anecdotal notes while reading aloud, Retelling story orally)

Fluency rubrics (expression, pacing, phrasing, accuracy)

Word reading checklists ( Sight words, vocabulary lists, high-frequency words)

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Exit tickets – students wrote one new thing they learned and one question they still had.

Peer and self-assessment – students used a rubric to reflect on their own work and give feedback to classmates.

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Whiteboards: During math lessons once I’ve explained a concept, I will ask learners to complete a sum on their whiteboards. We often make competitions out of it. The learners take it seriously to get ‘points’ for their team but I’m actually gauging their understanding.

Quick quizzes: sometimes written and sometimes online.

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I implemented Exit Tickets and Peer/Self-Assessments.

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Grace Dabbour

1. Exit Tickets, At the end of a lesson, students wrote or drew one thing they learned and one question they still had. This helped check understanding and guide the next lesson.

2. Observation Checklists, while students worked in groups or individually (for example, during reading or math activities), I used a simple checklist to note their progress, participation, and understanding

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Think-Pair-Share and targeted questioning

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Judith Weyers KG Library

Thumbs up thumbs down

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Two examples of formative assessment I used in my third-grade class last year were exit tickets to check math understanding and peer feedback during writing workshops. Both gave me quick insights into student thinking and guided my next steps.

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1. Exit Tickets (Concept Check-In):

At the end of a lesson, students write or draw one key idea they learned and one question they still have. This provides quick feedback.

2. Think–Pair–Share Reflections:

Students first reflect individually on a guiding question, then share with a partner, and finally contribute to a class discussion.

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1. Exit ticket (short and to the point on a sticky note): One thing they found interesting and one thing they did not understand.

2. Emoji reflections

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Direct observation, check list.

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1. Peer and Self Assessments- learners use rubrics to give feedback.

2. Video Analysis. Record tasks done for the day. (But only those who are allowed to be recorded.)

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Students completed self-assessments like exit tickets and reflection drawings to show their learning. Observations and anecdotal notes were also used to track students’ understanding during activities.

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1. Exit Tickets (Reflection Prompt)

Subject: Unit of Inquiry or Literacy
Example: After a read-aloud or inquiry activity, students draw or write (using pictures, words, or sentence starters) one thing they learned and one question they still have.
Purpose: To assess understanding, identify misconceptions, and guide the next lesson.
ATL Skills: Reflection, Communication

2. Observation with Anecdotal Notes

Subject: Math (e.g., exploring patterns or number bonds)
Example: During a hands-on math station, the teacher observes how students group objects or solve problems and takes notes on individual strategies and thinking.
Purpose: To monitor problem-solving strategies and adjust instruction based on students' needs.
ATL Skills: Thinking, Self-management

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1. Thumbs up or thumbs down.

2. Class observation for performances in small groups or individually.

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1. Quizzes:

Short, low-stakes quizzes can help identify areas where students are struggling with the material.

2. Learning journals:

Students reflect on their learning process, identifying what they have learned and what they still need to work on

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1. Math: Quick problem check

2. English comprehension: draw a picture to summarize the story or retell in your own words

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Group Members: Ms. Julie, Ms. Judith, Ms. Joanna, Ms. Nesvie, Ms. Hiba, Ms. Shahd, Mr. Danny, Ms. Abeer, Ms. Amani, Ms. Imad

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🌟 Formative Assessment Plan Making Predictions 🌟

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Formative Assessment Plan – Production Stage: “Design Your Own Habitat”

1. FA Type
•  PZ Routine: “Think–Puzzle–Explore” (students think about what habitat to create, puzzle over what animals need, and explore ways to show it).
•  Traffic light self-check at the end.

⸻

2. Student Directions (30–60 words)
“Work in pairs or alone to design your own habitat. Draw or build it using paper, colors, or simple materials. Show at least one animal and what it needs to live (food, water, shelter). When you finish, explain your habitat to a friend. Then hold up your traffic light card to show how well you understand.”

⸻

3. Feedback Plan
•  Teacher gives specific oral feedback while circulating:
•  “I like how you showed water for the fish.”
•  “What food will your animal eat in this habitat?”
•  Peer feedback: partners share one star (strength) and one wish (improvement).

⸻

4. Data Use (Evidence & Next Steps)
•  Green (confident): Students correctly include animals + needs. → Next lesson, extend to food chains.
•  Amber (somewhat sure): Students show habitat but miss one need (e.g., no food). → Next lesson, review animal needs with real examples.
•  Red (not sure): Students struggle to match animals with habitats. → Next lesson, small group reteach with pictures, sorting cards, or videos

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🌱 Topic: Plants (What plants need to grow)

Lesson Stage Chosen: Controlled Practice

FA Type

Exit Ticket (draw & tell)

Student Directions

“Friends, now show me what a plant needs to grow. On your paper, draw a plant and add the sun, water, or soil. After drawing, tell your partner one thing plants need. Then give me your paper before you line up!”

Feedback Plan

Immediate feedback: Teacher walks around and gives encouragement (“Great! You remembered the sun!”) or gentle prompts (“What’s missing for the plant to live?”).

Whole-class feedback: Share 2–3 student examples on the board to highlight correct ideas and fix misconceptions.

Data Use

Green: Student shows 2–3 correct needs (sun, water, soil/air). → Ready for next lesson.

Amber: Student shows 1 need correctly but misses others. → Review with visuals & re-teach in warm-up.

Red: Student shows none or misconceptions (e.g., “plants eat food like us”). → Small group reteach with real objects (watering can, lamp, soil).

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Mrs May and Mr Luan

🎵 Formative Assessment: Rhythm Patterns in 4/4 Time focussing on Controlled Practice.

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🎵 Formative Assessment Rhythm Patterns in 44 

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Formative Assessment Plan – Third Grade (Math: Multiplication & Division)
FA type: Exit ticket with a hinge question
•  Example question: “If 5 × 6 = 30, what is 30 ÷ 6?”
Student directions (40 words):
“Answer the exit ticket before leaving. Show how you solved the question and explain your thinking in one sentence. Hand it in so I can see who is confident, who is unsure, and who needs more support.”
Feedback plan:
•  Review tickets quickly after class.
•  Share 1–2 strong strategies anonymously to highlight thinking.
•  Give quick verbal feedback next day and group students for extra practice if needed.
Data use (traffic light):
•  Green (confident): Move to word problems using multiplication/division.
•  Amber (partly sure): Small group with teacher for guided practice.
•  Red (struggling): Reteach with manipulatives (arrays, counters) before moving on.

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🌟 Robotics & STEM Assessment Plan 🌟

Assessment Approach

Use digital portfolios (Google Classroom, Seesaw, or OneNote) where students upload code snippets, robot test videos, and design sketches.

Quick exit tickets via Mentimeter/Padlet to capture what they learned each session.

Live performance tasks: Robot challenge runs scored on criteria (accuracy, creativity, teamwork).

Feedback Plan

Immediate feedback during trials (teacher + peer coaching).

Use video replays of robot tests → pause, analyze, and suggest improvements.

Digital rubrics shared in advance (clear on design, coding, teamwork, problem-solving).

Data Use

Track progress with digital spreadsheets/AI tools (auto-mark coding tasks, log challenge scores).

Identify patterns: who excels in coding vs. building, who needs more teamwork support.

Use results to create flexible groups and next-level challenges.

✨ Keep it hands-on, reflective, and connected to real-world robotics problems.

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🤖 Formative Assessment Plan Coding in Robotics 🤖 (2)

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الدرس : حرف الياء 

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الدرس : حرف الياء

التمهيد (5 دقائق):

عرض صورة لياسمين، يد، يمامة… إلخ.

سؤال استهلالي: ما الحرف الذي نسمعه في بداية كلمة (يد)؟

التقديم (10 دقائق):

كتابة الحرف (ي) على السبورة بأشكاله (في أول الكلمة، وسطها، آخرها).

ترديد جماعي مع الطلاب.

نشاط حركي : كل طالب يقول كلمة فيها حرف (ي)

الممارسة الموجهة (10 دقائق):

توزيع بطاقات عليها صور (ليمون، بيت، كرسي…).

الطلاب يضعون دائرة على الصور التي تحتوي على صوت (ي).

الممارسة الحرة / الإنتاج (10 دقائق):

كتابة الحرف (ي) في الهواء/الرمل/السبورة الصغيرة.

تكوين كلمات قصيرة فيها حرف (ي).

روتين Project Zero: انظر – فكر – شارك (حول صور كلمات فيها/ما فيها ياء).

Kagan: تبادل سريع للكلمات التي تحتوي (ي).

Hinge Question: هل كلمة "بيت" فيها حرف (ي)؟ في أي موقع؟

تذكرة خروج: اكتب كلمة فيها (ي) أو أرسم شيئًا يبدأ بحرف (ي).

التغذية الراجعة:

استخدام إشارات (أخضر = فهمت، أصفر = محتاج مساعدة، أحمر = لم أفهم).

متابعة عمل الطلاب في البطاقات والسبورة الصغيرة.

1- بطاقات الوجه التعبيري

2- استخدام الابهام

3- لعبة : قف / استمر

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Formative Assessment Plan

Lesson Stage Chosen: Controlled Practice
Topic: Colors

FA Type: Exit Ticket (using pictures + traffic light self-assessment)

Student Directions (what learners do):
“Each child will choose one color card from a basket and say the color out loud. Then, they will place their card under the traffic light: green if they feel confident, amber if they need a little help, red if they don’t understand yet.”

Feedback Plan:
• Immediate verbal praise and correction if needed (“Yes, that’s red!” or gentle support if incorrect).
• Teacher notes which children need reinforcement.

Data Use (next lesson):
• If most are green, move forward to mixing colors.
• If several are yellow, plan small-group review with color games.
• If many are red, reteach using songs, visuals, and hands-on sorting activities.

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Thème: Les couleurs

Consignes aux élèves:Regardez les images . Écrivez le nom de chaque couleur en français. Puis, associez chaque couleur à un objet (ex. : rouge – pomme).”

Plan de rétroaction:Correction collective rapide.

Utilisation des données (Feu tricolore):

Vert : tous corrects → passer à phrases complètes
Orange : quelques erreurs → relecture guidée
Rouge : plusieurs erreurs → mini-leçon + support visuel.

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Lesson Stage: Controlled Practice

Math Topic: Multiplying 2-digit by 1-digit numbers

Formative Assessment Plan

FA Type: Exit Ticket (Traffic Light + Question)

Exit Ticket Question: “Solve: 34 × 6 = ? Show your steps.”

Traffic Light Self-Check: Students circle Green (confident), Amber (partly sure), or Red (confused).

Student Directions (30–60 words)

“Before leaving, solve one multiplication problem on your exit ticket. Show each step clearly. Then circle a traffic light color that shows how confident you feel: Green if you’re confident, Amber if you’re unsure, and Red if you’re confused. Hand it in as you leave.”

Feedback Plan & Data Use

Evidence Collected: Correctness of solution + chosen traffic light color.

Action Next Lesson:

Green: Start with challenge word problems.

Amber: Review key steps in small groups with guided examples.

Red: Provide re-teaching with manipulatives (base-10 blocks or area models).

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Peer & Self Assessment

Gallery walk with sticky notes – Students leave positive/constructive feedback on peers’ works-in-progress.

Rubric checklists – Simplified rubrics with icons or visuals (e.g., effort, creativity, technique).

Self-reflection questions – e.g., "What part of your artwork are you most proud of?" or "What would you try differently next time?"