It can be summative or formative.

Summative assessment: Data gathering that occurs at the end of a process. It aims at “adding up” a series of evidence of learning or teaching so as to provide a summary. Examples: tests, quizzes.

They are monitoring systems that specify key tasks that students must perform along a course, which are GRADED.

Aim: Inform whether a student can move on to a higher level or not. Examples: Progress tests in coursebooks

Formative assessment: Implemented throughout the learning process, provides information about students progress.

Aim: helping the teacher modify instruction. Generally NOT GRADED. They are used to provide feedback. Examples: peer feedback, self-assessment, checklists and rubrics.

-It is given at the end of a teaching sequence.

-It offers information about the processes of learning and teaching.

-Main difference between them is that summative assessment is concerned with the product whereas  formative assessment is concerned with the learning process.

Bibliography:

Díaz Maggioli, G., & Painter-Farrell, L. (2016). Lessons learned: First steps towards reflective teaching in ELT. Richmond.

According to Scrivener a good lesson has clear, logical stages that are connected naturally. The teacher should avoid abrupt jumps from one activity to another and instead help learners understand how one step leads to the next. He insists on giving clear instructions before changing activities. If transitions are unclear, students may be confused, distracted or off-task.

“Before learners start doing something, make sure they are clear about what to do, how to do it and who with”.

Effective transitions: Planning lessons stages carefully, explaining tasks clearly, connecting activities.

Jeremy Harmer

This author emphasizes the importance of lesson flow and staging. For him lessons should have a clear structure: starting with a warm-up or lead-in, moving through the main task and finishing with consolidation or feedback. He points out that confusing or abrupt transitions can cause students to lose focus. For Harmer, students need to understand why they are moving from one thing to the next.

He suggests that clear language cues such as "Now, let’s try", "next we’re going to … "and body language or routines are important to signal transitions.

In addition, keeping the pace appropriate, not too fast, not too slow is also helpful. He encourages careful planning on how much each activity needs and how students will move between them.

Harmer also mentions that giving clear instructions is essential. Also, checking everyone has understood is vital.

Bibliography:

.Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education.

.Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education Limited.