ENGLISH

TOGETHER
01.12.2022

TEAM
2022

ENGLISH TOGETHER
BRITISH COUNCIL, SABANCI FOUNDATION, MINISTRY OF
NATIONAL EDUCATION
1
 THE
MOST
IMPOR
TANT
GOALS
OF
THE
THE
FORM
MOST
ATIVE
IMPOR
ASSES
TANT
SMENT
THE PDC
OUTC
SESSI PLAN FOR
OMES
ON
OF
T h e a tte n d e e s w ill b e a b le to d iffe re n tia te b e tw e e n s u m m a tiv e a n d

THE fo rm a tiv e a s s e s s m e n t

LISTEN T h e a tte n d e e s w illb e a b le to e x p la in th e im p o rta n c e o f fo rm a tiv e

assessm ent
2

ING T h e a tte n d e e s w ill le a r n n e w w a y s to in te g ra te fo rm a tiv e

a s s e s s m e n t in c la s s
 SESSI T h e a tte n d e e s w ill le a rn n e w c la s s te c h n iq u e s fo r fo r m a tiv e
assessm ent

T h e a tte n d e e s w ill le a rn d ig ita l to o ls fo r fo rm a tiv e a s s e s s m e n t

FORMATIVE
To shed light on fo rm a tiv e a s s
To exchange
experience about
T h e a tte n d e e s w ill le a rn h o w to formative
e s
m a k e c h a n g e s in th e ir s e s s io n s ta k in g th e
s
assessmentm e n t re s utools
lts in to a c c o u n t
To exchange

ASSESSMENT
the importance
information about
and functions of
class formative
formative
assessment tools
assessment

To distinguish To exchange
between FORMATIVE information about
formative and SESSION ONE
ASSESSMENT digital tools for
REVIW AND
summative CLASSROON TECHNIQUES FOR FORMATIVE ASSESSMENT
SESSION formative
assessment asssessment
WARM UP
Activity No

Time (Min)
Materials
Procedure

Talking about classmates

The activity could be carried out in class where attendees know each
other for a while. The facilitator has toy. The facilitator throws to the ball to
1 one of the attendees and says “He is ……. and he likes fishing”. The A 2
facilitator reminds that everybody has to say the name first and then he toy
has to forms a sentence about he or she likes. The thing he or she likes
can be anything about the person. The facilitator throws the toy to one of
the attendees and starts the game. Every person who gets the toy has to
throw it to someone about whom they can form a sentence.

REVIEW
Activity No

Time (Min)
Materials

Procedure

Problems and Solutions for Listening Tasks

The facilitator has envelopes for each of the attendees. In four of the
envelopes are four main problems about listening activities and in the others
Sup 1

are suggested solutions for the problems. There are 3 possible solutions for
each of the problems. The problems envelopes are numbered from 1 to 4.
The other envelopes are numbered 0. The attendees are grouped by taking 5
1 out a number from a box and the ones who will have the problems are

3
 determined. Then, the other attendees get an envelope numbered 0 each. E
The attendees who have the envelopes and have problems walk around the n
classroom and ask questions like “The level of students is completely v
different from each other, so I cannot carry out every listening activity in the el
class”. The ones who have the possible solutions answer the question if o
they think what is written on their paper could be a solution for the problem. p
The activity goes on every problem has 3 solutions. e
s
Digital Tools for Listening Activities

The facilitator delivers papers to each group formed in the previous activity.

Colourful Papers
2 The facilitator sets a time limit and wants the groups to write down as many
digital tools for listening activities as possible. When the time is over, the 3
group with the most tools is the winner. The facilitator reminds the groups
that it is not possible to internet while doing the activity. At the end, all
groups share what they have written. If there is a tool unfamiliar to the
others, the group members shortly describe the tool. The papers are then
sticked on the walls.

LEAD IN
Activity No

Time (Min)
Materials
Procedure

Picture Discussion

Pictures
3 The facilitator shows four different pictures to the attendees and want
them to guess the topic of the session. The facilitator shows the pictures Sup 2 1
one by one and the first person to guess the topic is rewarded.

Mind Map

The facilitator delivers the mind map to each group and want them to
write down the tools that they use for assessment of teaching and 5
learning. The facilitator reminds the groups that they can write as many as
Sup 3

4 possible tools for assessment of teaching and learning. At the end of the
activity, each group reads what they have written loudly and all groups
add the tools that they haven’t been able to find out to their mind maps.

ENGAGE AND SHARE

Activity No

Time (Min)
Materials

Procedure

Talking about the Differences Between Summative and Formative

Pr

Assessment
4
 3

esentatio
5 The facilitator elicits information about the difference between summative
and formative assessment. He or she can make use of power point

n
presentation.

Categorizing the Tools Found out in the Mind Maps

Mind Maps
3
6 The attendees categorize the assessment tools they have found out in the
mind maps as “summative” and “formative” assessment tools.

Chain Notes

The facilitator writes the question “What is the most important function of
formative assessment in an English classroom?” and puts the paper in an
7 envelope. Then, he gives the envelope to each group. Every group
member has to open the envelope and write his or her own answer to the 10
question and gives the envelope to another in the group. When all
answers are collected, the group discusses and reaches a decision about
the most important function of formative assessment in the classroom.
The facilitator allows each group to share their ideas about the topic.

Triangular Prism

The teacher delivers three papers to each of the attendees, one green,
8 one yellow and one red. The facilitator says that he will read some

Sup 4
sentences about problems of formative assessment and if the attendees 10
agree, they show up the green card, if they feel neutral, they show up the
yellow card, and if they don’t agree, they show up the red card. The ones
showing up green cards for the problems offers suggestions to solve the
problems.

Four Corner Station Activity

The facilitator has four cartoons each of which are different colors. On
each of them are written only one expression, 1; Problems and Solutions,
9 2; Functions, 3; Class tools, 4; Digital tools. By means of a picker wheel, 12
the facilitator determines which group will start with which station. Each
group studies in the station for 3 minutes and they change the stations
clockwise each 3 minutes.

Exit Tickets

The facilitator delivers envelopes to each attendee. In the envelopes are

10 questions about formative assessment. The questions are numbered from
Sup 5

1-10. Two of the attendees have the same question. The attendees open 5
the envelopes and the ones who have the question numbered 1 ask the
question to each other. When they both ask and answer the question,
they both leave the classroom for break. The activity goes on until
everybody leaves the classroom.

SESSION TWO
DIGITAL TOOLS FOR FORMATIVE ASSESSMENT AND THE EVALUATION OF THE

5
 SESSION

Formative
5
The facilitator introduces the application “formative” to the students and a
11 sample real time feedback activity is carried out through the application
https://app.formative.com/ The attendees provide answers for the
following test. The answers should be provided audio.
https://app.formative.com/formatives/635651083ee4d0ea1687b688
Plickers
5
12 The facilitator introduces the application “plickers” to the attendees. The
whole groups carries a sample activity with “plickers”.
https://get.plickers.com/

Miro
5
The facilitator introduces the application “miro” to the students and a
sample real time feedback activity is carried out through the application
13 https://miro.com/education-whiteboard/ The attendees are directed to the
following link
https://miro.com/welcomeonboard/QXQzZlRUMm9KMHlMb1hwZDRvQ1B
XaW1kcDhNTFFVRUY3RzlsRXBNVDF0TnIyUW9jTzBPV2I3ZVF5cTVaO
GZ2dHwzNDU4NzY0NTM2NjI0NTQ2NTM0fDI=?
share_link_id=110119499021

Verso
5
14 The facilitator introduces the application “verso” to the attendees. The
whole groups carries a sample activity with “verso”.
https://v2.versoapp.com/

Mote
5
The facilitator introduces the application “mote” to the attendees. The
15 whole groups carries a sample activity with “mote”.
https://www.mote.com/account/activity

Socrative

The facilitator describes the online application socrative

https://www.socrative.com/ The attendees do the sample assessment
16 activity on socrative
https://b.socrative.com/teacher/#import-quiz/68694321

REFLECT AND EVALUATION

Activity No

Time (Min)

Procedure
Materials

6
 Evaluation of the Activity

The facilitator gives each person a piece of paper on which is written;

Complete the following sentences;

 The most important tool or activity which I learnt today

was…………because……….

16  The best thing about the whole session was…………

because……..

 I think …………...... wan not so effective because ………… I have

a good suggestion to make it more effective. It is…………

 If I grade the whole session 1-10, my grade would be

…………..because………….

CLOSING REMARKS
Activity No

Time (Min)
Materials
Procedure

Short Survey for the Formative Assessment Session

The facilitator requests the attendees fill in the evaluation form in the
following links. The facilitator reminds the students to fill in the form as
soon as possible.

https://form.jotform.com/222961635102955

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 SUPPLEMENTS

SUPLEMENT 1 REVIEW ACTIVITY

Problem 1: I cannot motivate students for listening activities.

Possible Solutions:
 You can turn the activities into a game or contest.
 You can find listening topics attractive for students.
 You can tell them how important listening is for language learning

Problem 2: The level of students is different, so it is difficult to carry out listening

activities.

Possible Solutions:
 You can do group or pair works so as to let students help each other.
 You can arrange the difficulty level of the exercises following the listening tasks.
 You can prepare students for vocabulary and structures before the listening
tasks.

Problem 3: The listening tasks in the coursebook are boring.

Possible Solutions:
 You can add some lead in or post listening activities for the tasks.
 You can integrate the tasks with some other skills.
 You can make changes in the pre and post listening exercises for the tasks.

Problem 4: I do not know how to integrate listening with other skills.

Possible Solutions:
 You can turn listening activities into a dictation activity or game.
 You can start the listening tasks with a short discussion.
 The students can start listening activities by reading a passage about the topic.

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SUPLEMENT 2: PICTURES TO GUESS THE TOPIC

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SUPLEMENT 3: MIND MAT FOR ASSESSMENT TOOLS

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 SUP 4: ENGAGE AND SHARE
Triangular Prism

1- I cannot arrange class time for formative assessment.

2- My students do not enjoy being tested all the time.
3- I do not know how to make changes for teaching processes as the result of formative
assessment.
4- When not graded, students do not take assessment serious.
5- I cannot follow the data of formative assessment as it includes too much data.
6- Formative assessment is time consuming.
7- I cannot find a new reteaching method if the results of the formative assessment are
lower than expected.
8- I cannot convince students that formative assessment is not for measuring but for
improving learning.
9- My class size is too big to carry out formative assessment regularly.
10- The low results of the formative assessment tools demotivate some students.

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 SUP 5: EXIT TICKET
QUESTIONS

1- What is the most formative assessment tool you make use of in your class and why?
2- What is the most effective tool for formative assessment according to you and why?
3- What is the most difficult problem you face for formative assessment in class and why?
4- Why should we make use of formative assessment?
5- What do you do when you have lower results with formative assessment tools?
6- Say three main characteristics of formative assessment.
7- What is the key concept of formative assessment according to you?
8- Why is formative assessment superior to summative assessment?
9- Give us three examples of formative assessment tools to be used in class.
10- Which areas of language learning do you make use of formative assessment and why?

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