STUDENTS’ PRODUCTION

Part I.

1. Explore the different links suggested in the Power Point Presentation, in which you can
find different Formative Assessment Techniques (self, peer and classroom).

2. Identify the most suitable and useful techniques you can apply.

3. Complete the chart by giving an example of a Self-Assessment, a Peer-assessment

and a Classroom Assessment Technique you can use in your teaching practice (the grade
you are teaching, explaining how you could apply the chosen techniques) and send it to your
professor.

Teacher’s name: Yeicy Emiliana Diaz

Grade: Preschool Topic: Animals and colors

Formative Assessment Techniques

Self-Assessment Peer-Assessment Classroom Assessment

Emoji Worksheet: ​ Feedback stickers​ Graffiti Wall​

A worksheet students have
to fill in by clicking on
emojis. In this case,
students have to choose
one of the three emojis that
match the statement.​
In this case, the teacher will
show each student a series
of images of animals which,
some will be painted in their
natural color and others in a
different color, so the
student will have in his
hands 3 different cards with
emojis, which will show the
teacher according to his
understanding of the colors
of each animal in English.
Then if the teacher shows a
green cat, the child will have
to take out the sad emoji to
​
The graffiti wall is fun activity
Mix it up a little with
for students and gives you a
stickers for children to
visual representation of what
complete, which they
your students have learned
can stick into their
during a unit of study. Cover
partner’s book. All
a part of a wall with white
children love stickers​!
paper. Encourage students
to write or draw what they
I​n this case, the work is have learned about a topic.
done in pairs, where
each child takes turns
painting the fruits in the In this case, the children will
correct color, then the
draw or paint everything
other partner must check they have learned about the
if his partner did the
subject of animals and
activity correctly by colors in English. ​
placing stickers on his
task sheet and giving
him a little feedback on
what he thinks is right or
wrong.
 make sure that he has
understood the problem in
the image and that cats are
not green but white, or
yellow, black, and so on.

Part 2:

1. Design a test to check students’ understanding and learning of the topic you are
currently teaching.

2. Self-assess your test before uploading it by taking into account the following checklist:

Aspects Yes No

1. Instructions are simple and clear. x

2. The purpose of the test is clear x

3. The test is neither very long nor very short. x

4. It measures what it purports to measure. x

5. It assesses all the language skills. x

Because
preschool
children don’t
know to read
and write yet, so
there are some
language skills
that we cannot
use yet with
them.

6. It shows a relation with content taught. x

7. There are a variety of activities/questions. x

8. The test items encourage students to Lower Order x

Thinking Skills (remember, understand and analyse) and
Higher Order Thinking Skills (apply, evaluate, create).
 9. The marks for each question are clearly written beside the x
question.

10. The questions are organised in appropriate order from x

easy to difficult.

TEST

1-​ Paint the correct silhouette of the cat with his natural color.

Paint the correct silhouette of the dog with his natural color.

Paint the correct silhouette of the elephant with his natural color.
2-​ Identify and underline the red objects and the animals.

3- Draw the habitat of the following animals in the images by painting them in the colors you
learned in English.