# data[].attributes.body
List at least two formative assessments you used in your class during the past academic year. (Note: Please write your name in the heading of your submission.)

# data[].attributes.headline
Group Task: 30-minute build, 3-minute share

# data[].attributes.subject
Group Task: 30-minute build, 3-minute share

# data[].attributes.body
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.

# data[].attributes.headline
Group Task: 30-minute build, 3-minute share

# data[].attributes.subject
Group Task: 30-minute build, 3-minute share

# data[].attributes.body
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.

# data[].attributes.headline
Group Task: 30-minute build, 3 minute share

# data[].attributes.subject
Group Task: 30-minute build, 3 minute share

# data[].attributes.body
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.

# data[].attributes.headline
Group Task: 30-minute build, 3-minute share

# data[].attributes.subject
Group Task: 30-minute build, 3-minute share

# data[].attributes.body
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.

# data[].attributes.headline
Group Task: 30-minute build, 3-minute share

# data[].attributes.subject
Group Task: 30-minute build, 3-minute share

# data[].attributes.body
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.

# data[].attributes.headline
Group Task: 30-minute build, 3-minute share

# data[].attributes.subject
Group Task: 30-minute build, 3-minute share

# data[].attributes.body
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.

# data[].attributes.headline
Group Task: 30-minute build, 3-minute share

# data[].attributes.subject
Group Task: 30-minute build, 3-minute share

# data[].attributes.body
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.

# data[].attributes.headline
**مهمة جماعية – بناء لمدة 30 دقيقة، مشاركة لمدة 3 دقائق**

# data[].attributes.subject
**مهمة جماعية – بناء لمدة 30 دقيقة، مشاركة لمدة 3 دقائق**

# data[].attributes.body
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، إلخ)

تعليمات للطلاب (ما الذي سيفعله المتعلمون — 30–60 كلمة)

خطة التغذية الراجعة

استخدام البيانات (ما الأدلة التي ستجمعونها وكيف ستتصرّفون بدقّة وفق نظام الإشارة الضوئية — أخضر/أصفر (كهرماني)/أحمر — في الدرس التالي)

قدّموا العرض في 3 دقائق أو أقل.

انشروا عملكم هنا.

# data[].attributes.headline
Tâche de groupe – 30 minutes de conception, 3 minutes de présentation

# data[].attributes.subject
Tâche de groupe – 30 minutes de conception, 3 minutes de présentation

# data[].attributes.body
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 feront les apprenants — 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.

# data[].attributes.body
Complete the following statement:

Going forward, I will start using [FA strategy] during a lesson in [name of lesson topic].

# data[].attributes.body
Code Tracing Task

At the end of the lesson, I give students a short pseudocode or Java snippet and ask them to trace it in a small table (input -output).

Debugging

Provide students with a short piece of code containing intentional logic or syntax errors.

Students first work individually to identify errors, then pair with a classmate to discuss, and finally share solutions with the class.

# data[].attributes.body
Paper 1 written textual analysis and the Individual Oral Commentary (Practice).

# data[].attributes.body
Oral feedback, classroom discussions, Think-Pair-Share, Quizziz, and short written summaries.

# data[].attributes.body
1. Exit Tickets

At the end of the lesson, I ask students to solve one or two short problems that check their understanding of the day’s concept.

Collect their responses to determine who has grasped the concept and who requires reteaching.

Quick, targeted, and gives you immediate feedback.

2. Think-Pair-Share with Whiteboards

Give students a problem to solve individually on mini whiteboards.

Then have them discuss their reasoning with a partner before sharing with the class.

This encourages peer teaching, allows me to observe their strategies, and allows for quick correction of misconceptions.

# data[].attributes.body
1.Annotated text passages/stories

2.Open ended questions.

3. written summaries and quizzes

# data[].attributes.body
At the end of every lesson we do an online quiz, in school quiz on paper for bonus marks (students don't lose if wrong but gain if right), verbal questions, little teacher system where students are grouped and share the knowledge helping each other out in case of misunderstanding.

# data[].attributes.body
-Google form

-Role play

-Presentations

-graphic organizers/ open-ended questions

-group work

# data[].attributes.body
1 - القراءة الجهرية

2- اختبار قصير

# data[].attributes.body
Peer review

Word wall quiz

Chain Reactions

Let's JAM it!

# data[].attributes.body
Exit Tickets

Concept Maps

Peer Teaching

Prediction Before Experiment

Error Analysis

Lab Reflections

Online Quizzes (Kahoot, Quizizz, Google Forms)

# data[].attributes.body
As a science teacher, I regularly use several formative assessments to improve students' cognitive skills that help them adhere more to scientific materials.

1- Concept maps - students create a concept map to connect different ideas related to animal or plant cells for example to better understand the similarities and differences between each type.

2- Exit ticket - I ask them two questions to make sure that all the students have grasp the materials we learned in the session.

# data[].attributes.body
Think-Pair-Share: Students think individually, discuss with a partner, then share with the class.

Group work

Presentations

# data[].attributes.body
Investigation

Concept check Point Quiz

# data[].attributes.body
Two formative assessments I implemented during the past academic year were:

1. Code.org interactive tasks and challenges – Students engaged with coding puzzles and project-based activities, allowing me to track their progress against MYP Design criteria. These tasks provided ongoing feedback, encouraged reflection, and supported the development of ATL skills such as critical thinking and problem-solving.

2. Peer and self-assessment through reflection journals – Learners reflected on their coding journey, identifying strengths and areas for improvement. This process fostered metacognition, promoted the IB Learner Profile attributes of being reflective and principled, and gave students voice and ownership over their learning.

# data[].attributes.body
Interactive Quiz (Kahoot / Quizizz)

Concept maps

Presentations

Padlet

Gallery Walk

Diagram Annotation

# data[].attributes.body
1- KWL Chart (Know , Want to know , Learned) : Students fill in what they already know and what they expect to learn.

2-Brainstorming / Concept Mapping : Students write down terms or draw connections about today’s topic

3-3-2-1 Strategy : Students write 3 things they learned, 2 things they found interesting, and 1 question they still have.

4-Onine Quizzes

# data[].attributes.body
In addition to the regular one-on-one feedback provided during classwork, I implemented several other formative assessment strategies last year.

Mini-Sculpting Challenges

To practice the technical skills needed for the final sculpture, this method also allows students to experiment and make mistakes without the pressure of the final project.

Concept Sketch and Symbolism Check

This assessment allows students to get feedback on their core concept before investing significant time in the paper mache process.

# data[].attributes.body
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.

# data[].attributes.body
1. Quizzes

2. Discussions

3. Think-pair_chair

# data[].attributes.body
Exit tickets, Think–Pair–Share, Quizzes with feedback, Class discussions and Mini-presentations.

# data[].attributes.body
1. Socratic questioning: Students respond to open-ended interpretive questions to reveal their depth of understanding.

2. Exit tickets: Students answer a short comprehension or analysis question at the end of class.

# data[].attributes.body
Last year I often used exit tickets, where students would quickly jot down a response to a guiding question before leaving class so I could see what they understood and what needed more work. I also had them give peer feedback on each other’s drafts, which not only showed me their progress but also helped them reflect on their own writing.

# data[].attributes.body
I used think-pair-share so they could process ideas alone, test them out with a partner, and then share with the class, which gave me a good sense of where everyone stood. I also brought in short quizzes or polls during lessons to check comprehension in the moment and adjust the lesson if needed.

# data[].attributes.body
1- Quizzes

2- ongoing questions

# data[].attributes.body
Written quizzes

PPT presentation

Oral Questions

# data[].attributes.body
1 minute paper

Think pair share

# data[].attributes.body
1. Exit Tickets / Quick Checks

At the end of a lesson, I gave students a short problem or conceptual question (for example, “Explain how the derivative of a function represents the gradient at a point” or a quick application question using Desmos).

This allowed me to gauge immediate understanding, identify misconceptions, and plan the next lesson accordingly.

2. Collaborative Problem-Solving (Think–Pair–Share or Group Work)

Students worked in pairs or small groups on an IB-style problem that required applying current concepts (e.g., interpreting regression output, optimization with derivatives, or probability simulations).

I circulated to observe strategies, reasoning, and communication. Their solutions and discussions provided insight into both their mathematical thinking and their ability to connect to real-life contexts.

# data[].attributes.body
Peer teaching

Role play

# data[].attributes.body
Exit Tickets

Online Quiz

KWL Chart

# data[].attributes.body
الاختبارات الإلكترونية التفاعلية (مثل Kahoot / Quizizz):

تسمح للطلاب بالإجابة على أسئلة بشكل ممتع وسريع مع ظهور النتائج مباشرة، مما يتيح للمعلم معرفة الفهم العام.

2. التقييم الأقران (Peer Assessment):

يراجع الطلاب أعمال بعضهم البعض وفق معايير محددة، مما يساعدهم على التفكير النقدي وتحسين إنتاجهم.

3. خرائط المفاهيم أو العصف الذهني الرقمي (Padlet / Jamboard):

يشارك الطلاب أفكارهم بصرياً في الوقت الفعلي، مما يساعد على تتبع فهم المفاهيم الأساسية.

4. دفتر التفكير أو اليوميات العاكسة (Reflective Journals):

يدوّن الطالب كيف تعلّم، وما الصعوبات التي واجهها، وكيف يمكنه التحسن.

5. المشاريع المصغرة (Mini-projects):

يُطلب من الطلاب إنتاج عمل قصير (ملصق، عرض شفهي، فيديو قصير) يوضح فهمهم لمفهوم واحد أو مهارة محددة.

# data[].attributes.body
discussions classroom/ oral or writing feedback/ quiz

# data[].attributes.body
Going forward, I will start using One-Minute Papers during my Physics lessons.