• Publicly

assign a fast processor student to write 5-8 T/F ques:ons while listening to
a whole group CI ac:vity
• EX: Class, while we PQA about students did this weekend, Rico is going to be
wri:ng a quiz. Everyone needs to listen. It’s my job to be comprehensible; if I am
Set the not being comprehensible during the PQA, you need to stop me.)
Student Created quiz • Teacher leads PQA/ Story / Movie Talk/ One Word Image, etc. Teacher asks
individual and whole group ques:ons. Quiz writer student writes 5-8 True False
Listening Quiz ques:ons (in target language or in English)

What is it?
• A_er 5-20 min of whole group CI ac:vity, give the student-created quiz to the
During any 5-20 min whole group CI class by reading the 5-8 T/F ques:ons aloud to the whole group; students write
listening ac:vity (PQA, Movie Talk, answers on ¼ sheet of paper, post-it note or similar.
Story Asking/ Story Telling, One Word
• ProTip 1: if the student-created quiz has a grammar error or uses a mix of target
Image, etc), assign a student to write a
language and English, read it in correct target language
5-8 ques:on True / False quiz.
• ProTip 2: give the quiz immediately a_er the ac:vity--giving the quiz more than 5

Give the min a_er the ac:vity makes it a memory quiz, not a listening quiz
Benefits to Teacher:
•  More student engagement as all quiz • ProTip 3: if short of :me, students close eyes, show thumbs up or down
• ProTIp 4: collect papers, then review answers whole group for immediate
students are held accountable for
whole group listening/ conversa:on feedback
•  Firm data on how many students
understand how much of the lesson
•  No planning :me used to prepare •  Assess the results: divide the papers in 3 stacks (80-100%, 80-50%, less than
quiz 50%).
•  Reflect: how many students demonstrated their understanding of the
Benefits to Students: communica:ve message of today’s lesson? Which students? Which target
•  Holding students accountable for
Assess & structures are represented in (or absent from) the quiz?
ac:ve listening aides in language • Reflect: what adjustments need to be made to my teaching? To my rituals and
acquisi:on
reflect rou:nes? To my lessons? To my sea:ng chart?
•  A daily listening quiz feels more • Reflect: is the number of students scoring 80%+ growing over :me? Maintaining?
“like school” because there is a Falling? Which of my students need extra focus & aien:on from me
success criteria and feedback
•  Differen:a:on opportunity for high
processor student who writes the NOTE: Scores from these quizzes might occasionally be used as grades in the grade book,
quiz but more o:en should be used as forma;ve data to inform the teachers daily prac;ce.
Created by CJNavarro, fall 2018