Tag Archives: Assessment

Respect Questionnaire – Speaking and Listening activity

19 Sep


This activity encourages reflection and evaluation of how others and students communicate both positively and negatively. I particularly like this activity because it poses a series of questions with no right or wrong answers about feeling valued during communication and offers insights into how students present themselves making them think a little deeper.

There are various ways to set the questions: you can display them on the board and ask students to discuss in small groups and then feedback, display them on the board and ask for any contribution or chop up the questions and give them out for discussion after they’ve been deliberated upon. The activity tests teamworking and communication skills and also supports appropriate communication in valid situations.


Image: http://www.freedigitalphotos.net


Mini reading task – Infographic on gadget ownership

18 Sep


This infograph from Comet on gadget ownership has been adapted for my students to test their reading skills at Entry Level.  Often Entry Level students find it difficult to concentrate on chunks of text so infographics offer a fantastic alternative and always grabs attention.

Students can start by discussing what gadgets they own and compare it to the tutor/teacher or they can discuss it at the end.  The versatility of this resource means that there’s discussion, reading, writing and the opportunity for the class to carry out their own research into ownership then present their findings in a visual format.

Just download the questions and answers below and thanks to Comet for the resource.



Reading – Extension task

17 Sep


This small group reading task is a nice little extension activity to see if students can follow instructions and directions. It’s a map and a list of facilities and where they’re located to test student comprehension and team work for correct identification.

I’ve laminated the blank plan so the students can use dry wipe pens to identify areas and not get mad if they’ve made a mistake as it’s easily rubbed off. It also encourages discussion as the instructions aren’t entirely clear. Thanks to Jackie Hutchinson for this resource, the answers are also included.



Image: http://www.freedigitalphotos.net

Feedback mark sheet

15 Sep


After research into Hattie’s literature on feedback and consultation with students and peers we devised a feedback form for use when students submit a piece of writing which states clearly what they’ve done well, what they need to improve on and how they can improve.

On the other side of the sheet are a generic set of criteria that should be aimed for in every written piece of work. If you print these off back to back and chop them in half then every time a student submits a piece of written work then you can mark effectively and rapidly. Also, the student is clear about how they can improve and the final section offers the opportunity for them to set a target.

As I’ve marked I’ve stapled the front sheet (copied in a bright colour for visibility) to the student’s work so they can see what they’ve done well immediately and so far it’s working well.

Please feel free to share and adapt and thanks to the working group who assisted in its development at Grimsby Institute.


Image: http://www.freedigitalphotos.net

Wikipedia writing task

19 Aug


This great activity encourages writing through the use of recognisable social media courtesy of Luke Meddings on BBC Teaching English (extract below).

This is an activity ‘about’ the internet, but it doesn’t start online. In fact it has to start offline: the idea is that students try and predict the first paragraph of the Wikipedia entry for their town, region or country.

Before the lesson, make sure there is a Wikipedia entry in English for the place you’re going to talk about. During the lesson, access to the internet in class is useful, though not essential; you could use print outs at the comparison stage.

Ask students to work in pairs or groups. What facts would they include? What are the important things to say it? One way to do an activity like this is to start with students working on their own, then ask them to compare with a partner and agree a shared text, then get into small groups and make a further draft. They can share these drafts before the next stage.
If you can go online, do it now. Invite the learners to compare their own entries with the actual Wikipedia entry. What similarities and/or differences do they notice? What language features do they recognise in the ‘official’ text? What are the organising principles behind the Wikipedia entries?
If you like, you can add an element of competition by awarding a point for everything they correctly predict.

Change the task to focus on different Wikipedia entries. In each case the task is the same, to predict and compare their paragraph with the real thing. For example:
a favourite singer
an actor
a sportsman or football team
a character in a film or story

Ask them to write an ‘imaginary’ Wikipedia entry. These can’t be compared with a real one, but can be displayed around the class or shared on a blog. Here are some ideas for an imaginary Wikipedia entry:
my family
someone they know and admire (this could be someone in their family, or a friend)
me at the age of 50 – all the things I’ve achieved

Image: http://www.freedigitalphotos.net
Source: http://www.teachingenglish.org.uk/activities/my-wikipedia

Making feedback count

18 Aug


A good rubric to support giving feedback and ensure that the students are taking ownership of feedback and carrying out required actions from headguruteacher.

It’s easy to become complacent when giving feedback if you have a lot to give and students can see it as a limiting activity so with this guide you can embrace the process and ensure that the students and their work continues to develop on an ongoing basis.

Source: http://headguruteacher.com/2012/11/10/mak-feedback-count-close-the-gap/

Shakespeare infographic

18 Aug


For all you Shakespeare fans out there and those that teach it, here’s an enlightening infographic to introduce some of the main facts about his work.  You could use this as a starter for the new term or get students to make their own based upon the key facts that they have uncovered in their studies at the end of the year.

Source: http://www.nosweatshakespeare.com/wp-content/uploads/2012/03/shakespeare-in-statistics.jpg