MODULE 5: DEVELOP - ASSESSMENT

Table of Contents
MODULE 5: DEVELOP - ASSESSMENT............................................................................................................................. 1
Module Overview ........................................................................................................................................................... 2
Module 5, Task 1: Common Assessments ................................................................................................................. 3
Module 5, Task 2a: Introduction to Types of Assessment ........................................................................................ 4
Module 5, Task 2b: Check for Understanding ........................................................................................................... 5
Module 5, Task 3a: Summative and Formative Assessment..................................................................................... 5
Module 5, Task 3b: Developing Summative Assessments ........................................................................................ 6
Module 5, Task 3c: Developing Formative Assessments .......................................................................................... 7
Module 5, Task 3d: Check for Understanding ........................................................................................................... 8
Module 5, Task 4: Summative and Formative Assessment Discussion..................................................................... 9
Module 5, Task 5a: Developing Your Own Formative Assessments, Part 1 ........................................................... 10
Module 5, Task 5b: Developing Your Own Formative Assessments, Part 2 ........................................................... 12
Module 5, Task 5c: Formative Assessment Quiz Example ...................................................................................... 13
Module 5, Task 5d: Formative Assessment Discussion Example ............................................................................ 16
Module 5, Task 5e: Formative Assessment Poll Example ....................................................................................... 19
Module 5, Task 6: Analyze and Reflect ................................................................................................................... 22
Module 5, Task 7: Submit Formative Assessments ................................................................................................. 22
Module 5, Task 8: Module Summary ...................................................................................................................... 27

© 2021 by Arizona State University. Module 5 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons 1
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Module Overview
Welcome to Module 5!
Develop - Course Assessments

You have now finished the Analyze stage and done a needs analysis, learner story and course objectives. You have
also completed the Design stage of the ADDIE model with the design of the course outline and hybrid module
framework. In this module, we are going to move to the next stage of the ADDIE model: the Develop stage. You
will explore in detail formative and summative assessment throughout the module. At the end of the module, you
will develop your own formative assessments that you can use in your online course.

Learning Objectives:

By the end of this module you will be able to:

• define formative and summative assessment

• identify major differences between formative and summative assessment
• develop formative assessments for the online environment
• cascade new knowledge by sharing with a peer

Remember to cascade your new knowledge! Share what you learn in Module 5 with one or more of your peers!

Module 5 dates: October 22 – October 28, 2024

Below is the schedule for Module 5:

Module 5 Schedule

Task Description Time to Complete

1 Post on Common Assessments 30-45 minutes

2a Watch a Video 15-30 minutes

2b Check for Understanding 15-25 minutes

3a Read about Summative and Formative Assessment 15-30 minutes
3b Read About Developing Summative Assessments 15-30 minutes

3c Read About Developing Formative Assessments 15-30 minutes

3d Check for Understanding 15-25 minutes

4 Post on Assessment Discussion 30-45 minutes

5a Watch Part 1 of a Video 15-30 minutes

5b Watch Part 2 of a Video 15-30 minutes

5c Study the Formative Assessment Quiz Example 15-30 minutes

5d Study the Formative Assessment Discussion Example 15-30 minutes

CIOC, Module 5, Page 2

 5e Study the Formative Assessment Poll Example 15-30 minutes

6 Analyze and Reflect 30-45 minutes

7 Submit Formative Assessments 50 minutes-2 hours

8 Watch a Video 10-15 minutes

M O D U LE 5 , T A S K 1 : C O M M ON A S S E S S ME N T S
Discuss and Share (30 – 45 minutes)
There are many different ways to assess students. You may give your
students quizzes or tests, or you may have them give presentations or work
on projects. In this module, we will explore how you can assess your
students, especially in an online environment. Let’s reflect on our experiences
with assessment to help us begin this module.

Instructions “Untitled” by Nguyen Dang Hoang Nhu is licensed under

the Unsplash License.

1. Answer the following questions in a discussion post:

o What are 2-3 common assessments you give your students?
o Which of these assessments do you prefer and why?
o What is 1 (or more) difference(s) between assessing students in person and assessing them
online?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Choose an assessment discussed by a peer. Make
sure to choose an assessment that you did not discuss in your own post. In 2-3 sentences, discuss how
you use that assessment in your classroom OR discuss how you would like to use that assessment in your
classroom. Your reply to your peer will be graded.

Below is an example from Sarah:

I usually give my students a midterm exam, a final exam, and quizzes during the semester. I don’t actually
develop these assessments because the Ministry of Education gives them to us to use. But last semester, they
wanted us to do a project with the students. I preferred that more than the other assessments because I felt
that my students learned much more. They had more chances to develop their reading, writing, listening, and
speaking skills in the different stages of the project. I think 1 difference between assessing students in person
and online is that the grading must be easier for tests and quizzes online. It is automatic, right? With a class of
30 or 40 students, I could save a lot of time!

This task is worth a total of 10 points. Your discussion post will be graded using the rubric below:
Common Assessment Discussion Rubric

Criteria Ratings

2 points (Full Marks) 1 point (Half Marks) 0 points (No Marks)

Common Assessments
Post lists 2-3 common Post lists only 1 common Post does not list any
assessments given. assessment given. assessment given.
Preference for
Assessment 3 points (Full Marks) 1.5 points (Half Marks) 0 points (No Marks)

CIOC, Module 5, Page 3

 Post clearly explains Post explains which Post does not explain which
which assessment is assessment is preferred assessment is preferred and
preferred and why. and why but may need to why.
be clearer. Or the post
explains which
assessment is preferred
by not why.

2 points (Full Marks) 1 point (Half Marks)

0 points (No Marks)
Difference(s) Between Post includes 1 (or Post includes 1 difference
Assessing In Person and Post does not include
more) clear difference(s) between assessing
Online 1 difference between
between assessing students in person and
assessing students in person
students in person and assessing them online but
and assessing them online.
assessing them online. may need to be clearer.

1.5 points (Half Marks)

3 points (Full Marks)
Reply is to at least 1 other 0 points (No Marks)
Reply is to at least 1 other
post and describes
Reply to Peer(s) post and clearly describes No reply or reply includes
how assessment used in
how assessment used in assessment already
classroom or how
classroom or how discussed in participant's
assessment could be used
assessment could be used original post.
in classroom but may
in classroom.
need more explanation.

M O D U LE 5 , T A S K 2A : IN T R OD U C T I O N T O T Y P E S O F
ASSESSMENT
Watch a Video (15 – 30 minutes)
Now let's watch a video to learn about different types of assessment.

You can also read a transcript of the video below.

Introduction to Types of Assessment – Video Transcript

Sarah: Wow, I am just checking the comments on my vlog and I see how many of you feel just like I do! I have
learned so much. I want to thank everyone who is watching my vlog and who have given such amazing advice. I
had never even heard of a learner story or module framework. And without you guys, I never would have clearly
outlined my course or thought about how to add asynchronous and synchronous assets to make a hybrid module
framework. I think I am ready to start developing all of the learning assets. But you know me, I always seem to
have a question. I am never done learning. So, my question today is-- Where do I start? I contacted Sam and
Jessie again and asked them to post answers on my vlog.

Sam: That’s a great question, Sarah. First, you want to think about what assessment is and why we do it.
Assessment is how we evaluate or measure our students’ progress. It’s important to assess our students so that
teachers and students can see if students are achieving the module and course objectives. There are different ways
that we can assess our students in our online course. For example, we can ask questions live after a listening video
to check for understanding. Or we can have a final test at the end of a module.

CIOC, Module 5, Page 4

Jessie: That sounds like you’re talking about the two types of assessment - summative and formative. Let me start
with summative assessment, which is assessment or evaluation that happens at the end of a course, and
sometimes at the end of modules. Summative assessments are used as a way to measure knowledge. There are
three purposes for summative assessments. First, they give students a chance to prove that they know the
material. Second, they give students a chance to show they have achieved the module or course objectives. And
finally, they allow teachers to improve future courses if they see parts where all the students have a hard time.
Sam, I’ve got to run. If you get a chance, could you explain formative assessment?

Sam: Sure. Formative assessment is assessment or evaluation that happens along the way, during the course
itself. Formative assessments are often small quizzes, discussion posts, and live questions. They are formative
because they give students a chance to practice and get feedback. A good formative assessment always invites
participants to think and try again. There are three purposes for formative assessments. First, they help students
to quickly check what and how they are learning, which is why they are often called comprehension checks.
Second, they prepare students for summative assessment by giving them practice that is similar to the final
assessment. And finally, formative assessments give individual feedback to students and help teachers know what
content areas might need more explanation in the next lesson.

Sarah: Thanks guys, I think I need to learn a bit more about these different kinds of assessment. Time to read!

M O D U LE 5 , T A S K 2B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (15 – 25 minutes)
Now you will take a quiz about the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 5 , T A S K 3A : S U MM A T IV E A N D F OR MA T IV E
ASSESSMENT
Read About Summative and Formative Assessment (15 – 30 minutes)
One of the ways to think about the difference between summative
and formative assessment is by understanding the words themselves.

When you see the word summative, think of the word summary,
which means to give all the main points. A good summative
assessment shows that your students understand all the main points
usually at the end of the module or course. Because it comes at the
end of the module or course, it is usually graded and counts for a lot
of points. Summative assessment shows you how well students have
achieved module or course objectives. Summative assessment “Untitled” by Mohamed Hassan is licensed under the Pixabay License.
shows students what they have learned or know at the end of a
module or course. Summative assessment measures student performance.

When you see the word formative, think of the word form or forming. Forming means to shape something or
someone, and that is what formative assessment is. Formative assessment is forming, or shaping, the learner.
Formative assessment can be graded or ungraded, and is used through the whole course. Formative assessment
helps your students practice and improve their skills. Formative assessment shows what students do well and

CIOC, Module 5, Page 5

what students need to improve. This information can be used to help students better understand how they learn
and what they learn. It can also be used to help you see what your students know and don't know and then change
what and how you teach. Formative assessment measures student progress.

In conclusion, the purposes of summative and formative assessment are different. The purpose of summative
assessment is to measure student performance, while the purpose of formative assessment is to measure student
progress.

M O D U LE 5 , T A S K 3B : D E V E L OP IN G S U M M A T IV E
ASSESSMENTS
Read About Developing Summative Assessments (15 – 30 minutes)
Summative assessments are often tests or exams, especially in online
courses, but they can also be other types of summative assessments,
such as presentations, assignments, portfolios, or projects.
Types of Online Summative Assessments:
Here are some common online summative assessments:
• tests
• pre-recorded or live presentations
• assignments “Untitled” by Quince Creative is licensed under the Pixabay License.

• final essays
• portfolio
• projects

In your in-person classes you likely do summative assessments with your students already. When you are designing
an online course, you need to think about how you can change these assessments for the online environment. For
example, one common summative assessment teachers use at the end of a course is a final exam. A final exam is a
long test that asks students to show what they know. In the online environment, you can use a Learning
Management System (LMS), like Canvas to give your test.
Developing Summative Assessments
When you are developing summative assessments, here are some things to think about:

Objectives: Think about the objectives that you want students to achieve. This should help you create all of your
assessment questions. For example, in this course Creating and Implementing Online Courses, one of the objectives
is "By the end of the course, participants will be able to identify the best practices of online course design." At the
end of this course, you will be tested to see how well you have achieved this objective.

Language Level: Make sure that the instructions and questions you create are at the language level of your
students. For example, Sarah's students are beginners, so Sarah will use easy words in the instructions and
questions on her final exam.

Length: Make sure that the assessment is not too long or too short. This often depends on the level of your
students or on the amount of time students have to spend on your course. To use Sarah as an example again, her
final exam is short because her students are beginners.

Question Type: For summative assessment tests, there are many types of questions in an online Learning
Management System (LMS), like Canvas. You can usually use multiple choice, true/false, fill in the blank, matching,
short answer, and essay. For example, in this course, you will create and submit an action plan as the summative

CIOC, Module 5, Page 6

assessment of the course. You will need to answer different types of questions, like short answer and essay in
Canvas.

Feedback: When you develop a summative assessment online, you’ll also want to think about giving feedback to
your students. Summative feedback should help students to see how well they have achieved the objectives at the
end of a module or course. For example, at the end of each module in this course, you have a summative
assignment. In Module 2 you created a course outline as the summative assessment and received feedback that
told you how well you achieved the objective of "By the end of this module, you will be able to design a course
outline."

Rubrics: A rubric is a scoring guide that you can use to assess your students. The rubric lists what the teacher will
look for in your answers. The rubric helps the teacher grade all the students well. The rubric also helps the
students to see what the teacher wants. In this course, we have a rubric for each summative assessment. For
example, in Module 2, your instructor graded the course outline using a rubric that helped the instructor see if the
course outline was good.

Summary
Summative assessment is used at the end of a module or course to measure student performance. You should use
your course outline and your hybrid module framework to plan when to have summative assessments.

M O D U LE 5 , T A S K 3C : D E V E L OP IN G F O R MA T IV E
ASSESSMENTS
Read About Developing Formative Assessments (15 – 30 minutes)
Usually formative assessment leads to summative assessment. In other
words, formative assessments are the practice that prepares students for
summative assessments. This means that formative assessments are
usually smaller, and often give feedback as soon as the students finish the
assessment so that they can see what they already understand and what
they still need to learn. Formative assessments also give teachers
information about how well students are achieving the module and
course objectives. Often formative assessments are quizzes, especially in “Untitled” by ar130405 is licensed under the Pixabay License.
online courses, but there are many other types of formative
assessments.
Types of Online Formative Assessments:
Here are some common online formative assessments:
• quizzes
• discussions - audio, video, and written posts
• polls
• digital journals
• surveys
• online games and apps

In your in-person classes, you likely do formative assessments with your students already. When you are designing
an online course, you need to think about how you can change these assessments for the online environment. For
example, one common formative assessment teachers use at the end of a lesson or module is called an “exit
ticket.” The exit ticket is usually a quick assessment that checks if students have achieved the lesson objectives,
either verbally or written. In the online environment, you can choose from the types above, such as an online quiz,
discussion post, or poll, to develop your exit ticket.

CIOC, Module 5, Page 7

Developing Formative Assessments

When you are developing formative assessments, here are some things to think about:

Objectives: Think about the module objectives. Decide which formative assessment will best measure your
students' progress toward achieving the objectives. For example, in this course Creating and Implementing Online
Courses, one of the objectives for Module 4 is "By the end of the module, participants will be able to define hybrid
design, and asynchronous and synchronous learning." In Module 4 you watched videos and read about hybrid
design, and asynchronous and synchronous learning. You took two formative assessment quizzes to see how well
you can define these ideas.

Language Level: Make sure that the instructions and questions you create are at the level of your students. For
example, Sarah's students are beginners, so Sarah will use easy words in the instructions, questions, and feedback
on her quizzes, discussions, and other formative assessments.

Length: Make sure that the assessment is not too long. Formative assessment generally means that a teacher can
quickly see how well students understand the content. For example, in this course you write a post on formative
discussions in each module. These discussions have only 2-3 questions to answer and this gives your instructor the
chance to see how well you understand the content in the module.

Question Type: For formative assessments, there are many types of questions in an online Learning Management
System (LMS), like Canvas. You can usually use multiple choice, true/false, fill in the blank, matching, short answer,
and essay for quizzes. You can also use these questions in different types of formative assessments, like
discussions and polls. For example, the formative quizzes in this course have different types of questions, such as
multiple choice, multiple answer, fill in the blank, and matching.

Feedback: When you develop a formative assessment online, you’ll also want to think about giving feedback to
your students. Formative feedback should help students to see their progress toward achieving the course and
module objectives. In the feedback you should tell students what steps to take to improve. For example, in this
course, you have received feedback on your discussion posts. If you need to improve, your instructor has given you
some steps to take to better achieve the objectives.

Summary
In the end, formative assessment helps you and your students to see their progress. Formative assessment and
feedback help students see what they are doing well, and where they need to improve. You can also use formative
assessment to make changes to the course, such as reviewing some ideas or spending less time on other ideas.

M O D U LE 5 , T A S K 3D : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (15 – 25 minutes)
Now you will take a quiz about the reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

CIOC, Module 5, Page 8

M O D U LE 5 , T A S K 4 : S U M MA T IV E A N D F OR MA T IV E
A S S E S S M E N T D I S C U S S I ON
Discuss and Share (30 – 45 minutes)
You have just learned about summative and formative assessment in an online course. It
is important to cascade your new knowledge by discussing takeaways, or things you have
learned, with your peers in your teaching context. This will help you to better understand
the information and to develop assessments for the online environment. In fact, you will
develop formative assessments at the end of this module. To help you prepare for
developing assessments, let’s discuss!
“Untitled” by Clkr Free Vector Images is licensed under the
Instructions Pixabay License.

1. Answer the following questions in a discussion post:

o What are 2 takeaways about summative and formative assessment that you will share with a
peer in your teaching context?
o Using your course online and your hybrid module framework to help you, what is 1 summative
assessment that would be good to include in the online course you are creating? Explain why it
would be good to include this summative assessment.
o What is 1 formative assessment that would be good to include in the online course you are
creating? Explain why it would be good to include this formative assessment.
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Choose an assessment discussed by a peer. Make
sure to choose an assessment that you did not discuss in your own post. In 2-3 sentences, explain why
this assessment would or would not work well in the online course you are creating. Your reply to your
peer will be graded.

Below is an example from Sarah:

I have never been very clear about the difference between summative and formative assessment, so this
module has helped me. This is 1 takeaway to share with my peer at my school. I will also share with her about
giving feedback for summative and formative assessment online. I really like the fact that feedback in an
online class can be a lot easier with the automatic grading! 1 summative assessment I would do is a final test
at the end of each module. This will help me to see if my students have achieved the module objectives or what
the students know and don’t know. 1 formative assessment I would do is an audio post in a discussion. This
will help students to achieve 1 of my course objectives of being able to talk about the module topics.

This task is worth a total of 10 points. Your discussion post will be graded using the rubric below:

Assessment Discussion Rubric

Criteria Ratings

3 points (Full Marks) 1.5 points (Half Marks)

0 points (No Marks)
Cascading New Knowledge Post includes 2 clear Post includes 2 takeaways
Post does not include any
About Summative and takeaways about about summative and
takeaways about summative
Formative Assessment summative and formative formative assessment that
and formative assessment
assessment that will be will be shared with peer in
that will be shared with peer
shared with peer in teaching context but may
in teaching context.
teaching context. need more explanation.

CIOC, Module 5, Page 9

 Or post includes only 1
clear takeaway.

1 point (Half Marks)

2 points (Full Marks)
Post includes 1 summative 0 points (No Marks)
Post includes 1 assessment that is
Summative Assessment summative assessment appropriate for online Post does not include any
that is appropriate course but does not summative assessment or
for online course and explain why, or the explanation why.
clearly explains why. explanation why needs to
be clearer.

1 point (Half Marks)

2 points (Full Marks)
Post includes 1 formative 0 points (No Marks)
Post includes 1 formative assessment that is
Formative Assessment assessment that is appropriate for online Post does not include any
appropriate for online course but does not formative assessment or
course and clearly explain why, or the explanation why.
explains why. explanation why needs to
be clearer.

1.5 points (Half Marks)

3 points (Full Marks) Reply is to 1 other post
0 points (No Marks)
Reply is to at least 1 other and explains why the
Reply to Peer(s) post and clearly explains assessment chosen from No reply or reply includes
why the assessment peer's post would or assessment already
chosen from peer's post would not work well in discussed in participant's
would or would not work online course but may original post.
well in online course. need to be clearer.

M O D U LE 5 , T A S K 5A : D E V E L OP IN G Y O U R O WN F OR MA T IV E
ASSESSMENTS, PART 1
Watch Part 1 of a Video (15 – 30 minutes)
Now that you have read about assessments, let's watch a video that will help you to develop your own formative
assessments for your online course.

As you watch the video on developing your own formative assessments, think about the following questions:

• Why does Sam say that when he develops formative assessments, he usually starts by looking at his
module topics and objectives?
• Why does Jessie say that you need to have the summative assessment in mind when developing
formative assessments?

You can also read a transcript of the video below.

CIOC, Module 5, Page 10

Developing Your Own Formative Assessments, Part 1 – Video Transcript
Sarah: OK, it looks like it is time for me to start developing some assessments. Hmmmm….I am building my
module on health and the body, so I think it is time for me to look at the formative assessments I want inside the
module. I’m not really sure how to begin developing formative assessments online. @niceteacher wrote the same
comment to me. But don’t worry. I’ve invited Jessie and Sam to talk with me. I’m going to record our talk again
and share it with everyone.

Sarah: Jessie, Sam, are you there?

Jessie: Sure, I am!

Sam: Yes, I’m here.

Sarah: Okay, so now I am starting to write out my assessments, and of course, there are a LOT of assessments to
write, so again, I’m not sure where to start.

Sam: It can be difficult. There are so many formative assessments such as vocabulary and grammar quizzes,
discussions, exit tickets, listening and reading comprehension checks, and polling. I usually start by looking at my
course outline-at my course objectives and the module topics and objectives. These can help me a lot to decide
which skills I want to assess students on.

Jessie: You’re right, Sam. In my course outline, I can also see the summative assessments for each module.
Remember, you want to have the end goal in mind, which in this case is the summative assessment. For example, I
have my students write a paragraph at the end of one of my modules. My formative assessments help them to
prepare and practice writing a good paragraph.

Sam: Yes. And you also want to use your hybrid module framework to identify which learning assets that you have
already written could be used as assessments.

Sarah: Okay looking at my course outline and hybrid module framework, one of my module topics is health. In that
module, I am planning to create an online multiple-choice quiz to check student knowledge on vocabulary words
that we’re using and help them be able to use words in different contexts.

Sam: That’s a great way to see how your students are doing with the new vocabulary that they might have learned
from the overview, warm-up, and vocabulary list. But don’t forget that there are different types of formative
approaches you can use - not only multiple-choice quizzes. For example, now that I’ve been creating a lot of online
writing courses, I like to use drafts, exit tickets, peer feedback, and more. Of course, quizzes are a great place to
get started, especially when it comes to a vocabulary comprehension check. What do you have in mind?

Sarah: Oh right! I usually do some fill-in-the-blank questions or sometimes matching. How does that sound?

Jessie: That’s great. It seems like you have already decided what type of assessment you want for a vocabulary
assessment. Don’t forget to think about the objectives. It’s important to think about the language level and the
length of the assessment as well.

Sarah: Okay, well the objectives for the module are to have students use the simple present with have. I also want
them to be able to say and write different parts of the body, and that is where the vocabulary comes in. For
example, students should be able to say sentences such as, “I have two arms. She has two legs. He has a head.”

Jessie: Perfect. Sounds like this vocabulary quiz helps them with that second objective. And the length?

CIOC, Module 5, Page 11

Sarah: Well, there are five key words I want them to use, so I want to have at least five questions on those key
words. So, I could have some questions that have students match those words with pictures.

Sam: Like a matching activity?

Sarah: Yes! And I could include specific feedback for any incorrect replies that would help students think again
about their answer. That way, my feedback doesn’t simply give them the answer, you know? Students would be
able to try several times to answer the question based on the feedback.
And I could also try to pre-teach have by using fill-in-the blank questions like, “I have... (blank)” or “He has...
(blank)” and students could write in a key word like headache, for example to make a sentence, “I have a
headache.”

Jessie: Smart thinking. And I hope we aren’t giving you a headache! Now, remember to keep your instructions at
the same language level as the students. And you will want to think about what feedback you give students if they
get the correct or incorrect answer.

Sam: True! And remember that because you are doing an online quiz, students can see feedback immediately after
they submit their answers. That is really good for formative assessments because the student can see their
incorrect answers and go back to review the information - in this case, the vocabulary list.

Sarah: Oh, I’m sorry guys, this information has been so helpful and I still have more questions, but I have to run to
class.

Jessie: Actually, me too. But think about any other formative assessments you want to develop for the same
module and we’ll check your vlog later and see how you are doing.

M O D U LE 5 , T A S K 5B : D E V E L OP IN G Y O U R O WN F OR MA T IV E
ASSESSMENTS, PART 2
Watch Part 2 of a Video (15 – 30 minutes)
Let's watch Part 2 of the video in which Sarah returns to her vlog. It will give you more ideas on how develop your
own formative assessments for your online course.

As you watch the video on developing your own formative assessments, think about the following questions:

• What synchronous and asynchronous formative assessment ideas does Jessie have for Sarah to make
sure her students can use the word have in a sentence?
• What does Sam tell Sarah about getting feedback from an online poll?

You can also read a transcript of the video below.

Developing Your Own Formative Assessments, Part 2 – Video Transcript

Sarah: Hey, everyone! Just back from class. You know, I’ve really been thinking about what Jessie asked me to
do...to think of any other formative assessments I want to use. I want to have a practice discussion so that I can
make sure students are able to use have in a sentence. So, I want them to practice using have, and the words from
the vocabulary list, and then speak to each other. How can I do that online?

Sarah: Time to check my vlog. Oh great! It looks like Jessie and Sam have some ideas.

Jessie: Hi, Sarah. That is a great question and I have so many ideas. There are a lot of ways...synchronously, you
could have students meet together in pairs on their own time. Or you could have students meet in breakout

CIOC, Module 5, Page 12

rooms. If you do it asynchronously, you could use a discussion board. For example, give students a situation, like a
conversation between a doctor and a patient. Then ask your students to imagine they are patients and talk to the
doctor about it. Ask students to practice, then record, and upload their conversations. And of course, in a
discussion board, you can have students reply to the other students’ recorded answers.

Sam: That’s a great idea to use a discussion board for formative assessment. I often use poll questions in a live,
synchronous activity for practice. It is a chance to ask students questions all at the same time. You may think - isn’t
that confusing? But not if you use an online poll! In an online poll you can ask all the students a question. Then
they answer the question individually on their phone or computer. I like to use a poll as an exit ticket activity - you
know, a few quick questions at the end of class to see what they have learned before they “exit” or leave class.
Making an online poll is pretty easy because it’s just like a quiz. You write multiple choice, fill-in-the-blank,
true/false, or short answer questions. And if you’re using it as an exit ticket, you probably only need 2-4 questions.

Sarah: Just saw your post, Sam. And I’m reading in the comments section on my vlog here, and it looks like
@lovestoteach wants to know if you could give students feedback with an online poll. And I’m wondering - will I
get to see my students’ answers?

Sam: Of course! You can give feedback right away to the students using a poll. Most online poll tools will let you
show students the correct answers right after and you will be able to see your students’ answers. And a lot of
these tools will save the students’ answers for you to review later.
And then you can plan for the next class. If you see that a lot of students get a question wrong, you will explain it
next time! Obviously, another reason for formative assessment!

Sarah: Okay, I think I understand everything! Now, I’m ready to develop 3 different types of formative
assessments: online quizzes, discussion boards and online polls. Thanks guys!

M O D U LE 5 , T A S K 5C : F OR MA T I V E A S S E S S ME N T Q U IZ
E X A MP L E
Study the Formative Assessment Quiz Example (15 – 30 minutes)
With some more help from Jessie and Sam, Sarah has decided to develop a quiz as one formative assessment for
her module on the topic of health. She will use the quiz to see how well her students understand the new
vocabulary.

1. Study the teacher planning document example below. You can see how Sarah used this document to
plan how she will make her quiz.
2. Then study the student view example and see how the questions look and work in Canvas.

As you study the teacher planning document and student view examples, think about the following questions:

• How did Sarah write the instructions and questions for the language level of her students (beginners
at the A1 CEFR level)?
• How long is Sarah's quiz? How many questions did she write?
• What feedback does Sarah give for incorrect and correct answers?
• What are the differences between the teacher planning document and student view examples?

1. Study the teacher planning document example quiz below.

CIOC, Module 5, Page 13

CIOC, Module 5, Page 14
After you have studied the teacher planning document, study the student view example. You can take the quiz just
like a student.

CIOC, Module 5, Page 15

2. Click here to study the student view example: Module 4 Vocabulary Quiz (Student View Example Formative
Assessment).

<<This Student View Example Formative Assessment can only be viewed online>>

M O D U LE 5 , T A S K 5D : F OR MA T I V E A S S E S S ME N T D IS C U S S I ON
E X A MP L E
Study the Formative Assessment Discussion Example (15 – 30 minutes)
With even more help from Jessie and Sam, Sarah has decided to also develop a discussion as one formative
assessment for her module on the topic of health. She will use the discussion to see how well her students use the
vocabulary and grammar in speaking.

1. Study the teacher planning document example below. You can see how Sarah used this document to
plan how she will make her discussion.
2. Then study the student view example and see how the discussion works in Canvas.

As you study the teacher planning document and student view examples, think about the following questions:

• How did Sarah write the discussion instructions for the level of her students (beginners at the A1
CEFR level)?
• What will students do to complete the discussion?
• What does Sarah write for the example discussion? Why does she include an example?
• What are the differences between the teacher planning document and student view examples?

1. Study the teacher planning document example below.

CIOC, Module 5, Page 16

CIOC, Module 5, Page 17
After you have studied the teacher planning document, study the student view example. You can watch Sarah's
example post just like a student.

CIOC, Module 5, Page 18

2. Click here to study the student view example (below).

Module 4 Practice Discussion (Student View Example Formative Assessment)

You listened to a conversation between Dr. Gomez and patient, Anna. Anna is sick and told Dr. Gomez about
it. Listen again here.

Instructions:

1. You have the flu. Tell Dr. Gomez about it.

2. Use have and words from the vocabulary list.
3. Write 3-4 sentences.
4. Practice. Record. Upload.

Your post will be graded for 10 classwork points. You will get 10 points if the post is 3-4 sentences and
uses have and the vocabulary words correctly.

Below is an example. Click on the play button to listen. Or read what is said in the video below.

Sarah: Hi Dr. Gomez. I feel sick. I have a fever. I have a stomachache. I have the flu.

M O D U LE 5 , T A S K 5E : F OR MA T I V E A S S E S S ME N T P OL L
E X A MP L E
Study the Formative Assessment Poll Example (15 – 30 minutes)
With even more help from Jessie and Sam, Sarah has decided to also develop a poll as a synchronous formative
assessment for her module on the topic of health. She will use the poll as an exit ticket to see if students have
achieved the lesson objectives.

1. Study the teacher planning document example below. You can see how Sarah used this document to plan how
she will make her poll.
2. Then study the student view example and see how the poll works for her students on their computer or
phone.
3. Also, look at the teacher view example and see how Sarah will review her students' answers.

As you study the teacher planning document, and student and teacher view examples, think about the following
questions:

• How did Sarah write the poll instructions for the level of her students (beginners at the A1 CEFR level)?
• What will students do to complete the poll?
• What does Sarah write for the example poll? Why does she include an example?
• What will Sarah do with her students' answers to the poll?

1. Study the example poll below.

CIOC, Module 5, Page 19

After you have studied the teacher planning document, study the student view example. You can see how the
student would answer the poll questions on their computer or phone.

CIOC, Module 5, Page 20

2. Click here to study the student view example.

Module 4 Poll: Exit Ticket (Student View Example Formative Assessment)

Sarah has used her planning document to create the poll for her exit ticket using an online tool, Poll Everywhere.
She copied each question from her planning document into the online tool. In her live synchronous session,
students will go to the poll using their own computer or phone and answer the question. Below you can see
examples of what the students and Sarah will see in the online polling tool.

Students can write their answer on a computer.

Students can write their answer on a phone.

Formative Assessment Poll Example from PollEverywhere by Arizona State University is licensed under CCBY 4.0 License.
“Untitled" by Sora Shimazaki is licensed under the Pexels license.

CIOC, Module 5, Page 21

3. When Sarah does the poll with her students, she will see their answers. She can have students respond with
their name or without their name. She can also show the view below to her students as a whole class.

Sarah can review the answers to see common mistakes. Then she can give formative feedback in the next class and
help her students to correct their mistakes.

Formative Assessment Poll Example from PollEverywhere by Arizona State University is licensed under CCBY 4.0 License.

M O D U LE 5 , T A S K 6 : A N A L Y Z E A N D R E F L E C T
Analyze and Reflect (30 – 45 minutes)
It is now your turn to develop your own formative assessments, just like Sarah. You will have to develop 2
different formative assessments. But first, let’s analyze Sarah’s example formative assessments and then reflect on
developing them.

Answer the following questions. Use Sarah's formative assessments examples: formative assessment quiz
example, formative assessment discussion example, formative assessment poll example to help you.

Answering the questions will help prepare you for developing formative assessments. Your instructor will carefully
read your answers to better support you and give you useful feedback on your formative assessments.

You can take the survey multiple times. You will receive 10 points for answering all the questions.

<<This survey can only be taken online>>

M O D U LE 5 , T A S K 7 : S U B M IT F O R M A T I V E A S S E S S ME N T S
Submit Formative Assessments (50 minutes – 2 hours)
In Task 3c, you read about developing formative assessments, then in Task 5a, Jessie and Sam talked with
Sarah about how you can get started with developing formative assessments. Sarah decided to develop
the formative assessment quiz, formative assessment discussion, and formative assessment poll to measure her
students’ progress toward achieving the module objectives.

Now that you are going to develop your own formative assessments. Think about your own course outline from
Module 2 and your hybrid module framework from Module 4, and develop 2 formative assessments for your
online course.

CIOC, Module 5, Page 22

Instructions:

1. Download a Word file of the template for Task 7 here. You can also download a PDF of the template
for Task 7 here.
2. Use the template to develop 2 formative assessments. Follow the instructions to develop 1 formative
assessment quiz and 1 other formative assessment, either a formative assessment discussion OR a
formative assessment poll.
3. Submit your completed formative assessments.

o Save the file with your name, ex. Sarah Lastname_Task 7. Upload the file to the assignment
submission.

- OR-

o You can simply type or copy and paste your assessments in the text entry box. Or you can
also add a table. In the text entry box, add a table by clicking on the table icon.

Your instructor will grade your formative assessments using the rubric below.

Remember to review the examples from Sarah: formative assessment quiz, formative assessment discussion,
and formative assessment poll. Use the "Teacher View" as an example of what to submit for this assignment. You
do not need to include a "Student View."

After you receive feedback from your instructor, remember to cascade your new knowledge by sharing your
assessments with a peer.

Formative Assessments Rubric

Criteria Ratings

5 points (Half Marks)

10 points (Full Marks)
0 points (No Marks)
Quiz includes instructions,
Quiz includes instructions,
Formative Assessment 1 - 3-4 questions, correct Quiz includes less than 3
5 questions, correct
Quiz: Completion answer, points, and questions. Quiz instructions,
answer, feedback (for
settings. Feedback for correct answers, feedback,
incorrect and correct
incorrect and correct points, and settings are not
answers), points, and
answers may be included.
settings.
incomplete.

5 points (Full Marks) 2.5 point (Half Marks)

0 points (No Marks)
Quiz questions connect to Quiz questions connect to
Quiz questions do not
the module topic and the module topic and
connect to the module topic
assesses students’ assess students’ progress
Formative Assessment 1 - and do not assess students’
progress toward the toward the module
Quiz: Evaluation progress toward the module
module objectives. Quiz objectives. Quiz
objectives. Quiz instructions,
instructions, questions, instructions, questions,
questions, and feedback are
and feedback are written and feedback may be
unclear or inappropriate for
clearly and are unclear or inappropriate
students’ level. Where the
appropriate to students’ for students’ level. Quiz
quiz is placed in the hybrid
level. Quiz is may be inappropriately

CIOC, Module 5, Page 23

 appropriately placed in placed in the hybrid module framework is not
the hybrid module module framework. included.
framework.

5 point (Half Marks)

10 points (Full Marks)
Assessment includes 0 points (No Marks)
Formative Assessment 2: Assessment includes instructions and most of
Assessment instructions,
Completion instructions, formative the required information
feedback, and required
feedback, and other on the template
information on the template
required information on document. Some of the
document are not included.
the template document. required information may
be missing.

5 points (Full Marks) 2.5 points (Half Marks)

0 points (No Marks)
Assessment connects to Assessment connects to
the module topic and the module topic and Assessment does not
assesses students’ assesses students’ connect to the module topic
progress toward the progress toward the and does not assess
module objectives. module objectives. students’ progress toward
Formative Assessment 2: Assessment instructions, Assessment instructions, the module objectives.
Evaluation questions, and/or questions, and/or Assessment instructions,
example are written example may be unclear questions, and/or example
clearly and are or inappropriate for are unclear or inappropriate
appropriate to students’ students’ level. for students’ level. Where
level. Assessment is Assessment may be the assessment is placed in
appropriately placed in inappropriately placed in the hybrid module
the hybrid module the hybrid module framework is not included.
framework. framework.

Submit Formative Assessments - Template

Now you are going to develop your own formative assessments. Think about your own course outline and your
hybrid module framework, and develop 2 formative assessments. Remember that formative assessment and
feedback should help students see what they are doing well, and where they need to improve.

For this assignment you should develop 2 formative assessments for the same module in your course outline that
give students formative feedback. You should submit 1 formative assessment quiz and 1 other type of formative
assessment, either a formative assessment discussion OR a formative assessment poll.

I NSTR UCTI ONS

1. Think about your course outline. Choose 1 module. Write the module topic and objectives below.
Module Topic:

Module Objectives:
By the end of the module…
• X
• C
•

CIOC, Module 5, Page 24

2. Develop a formative assessment quiz for this module in your course outline.

Formative Assessment Quiz (Required)

a. Write where you will have the formative assessment quiz in your hybrid module framework. For example,
the quiz will be in the beginning of the module after the learning asset, Vocabulary List.

Where will you have the formative assessment quiz in your hybrid module framework?

b. Write your quiz instructions below. Remember to think about your students’ level.
Quiz Instructions:

c. Write 5 questions for your quiz. Remember you can use different types of questions, ex. multiple choice,
fill in the blanks, short answers, matching, etc.
d. Give the correct answer for each question.
e. Write the formative feedback to the student for an incorrect answer and for a correct answer. The
feedback should help the student to see their mistakes and tell them the steps to take to improve.
f. Give points for each question.
Question Correct Answer Feedback Points

*Stop here or plan additional

questions as needed
g. Choose the quiz settings you want. Use Sarah’s example of quiz settings to help you.
Quiz Settings:
Multiple Attempts: ___ attempts
Score to Keep:
Show Correct Answers:

3. Develop a formative assessment discussion or a formative assessment poll for this module in your course
outline. Choose one assessment type, either a discussion OR a poll.

Formative Assessment Discussion

a. Write where you will have the formative assessment in your hybrid module framework. For example, the
discussion will be in the middle of the module after the learning asset, Grammar Activity 1.

Where will you have the formative assessment discussion in your hybrid module framework?

CIOC, Module 5, Page 25

 b. Write your formative assessment discussion instructions below. Remember to think about your students’
level.

Discussion Instructions:

c. Give your students an example for completing the assessment and posting to the discussion.

Example:

d. Write the formative feedback you will give to help students see their mistakes and tell them the steps to
take to improve.

Feedback:

Formative Assessment Poll

a. Write where you will have the assessment in your hybrid module framework. For example, the
assessment will be in the middle of the module after the learning asset, Listening (Video).

Where will you have the formative assessment in your hybrid module framework?

b. Write your formative assessment poll instructions below. Remember to think about your students’ level.

Poll Instructions:

c. Write 3 questions for your poll. Remember you can use different types of questions, ex. multiple choice,
fill in the blanks, short answers, matching, etc.
d. Give the correct answer for each question.
e. Write the formative feedback to the student for an incorrect answer and for a correct answer. The
feedback should help the student to see their mistakes and tell them the steps to take to improve.
Question Correct Answer Feedback

*Stop here or plan additional

questions as needed

CIOC, Module 5, Page 26

4. After you complete the template, save the file with your name, ex. Sarah Lastname_Formative Assessments.
Upload the file to the assignment submission.

M O D U LE 5 , T A S K 8 : M OD U L E S U M M A R Y
Watch a Video (10 – 15 minutes)
Now watch a short closing video that summarizes the module's main points and previews the next module.

You can also read a transcript of the video below.

Summary of Module 5 – Video Transcript

Narrator: In this module, you learned about summative and

formative assessment. We looked at differences between
formative and summative assessment. We talked about how to
develop assessments in the online environment. We looked at
three specific formative assessments and thought about how
formative assessment helps students and teachers.

In the ADDIE model, you analyzed to prepare for building your

course, and designed your plans or your course “scaffolding.”

Then in this module you started the Develop stage and

developed formative assessments.

And in the next module, you will continue to develop learning

assets for your online course.

Thanks for watching. And as always, remember to cascade new

knowledge by sharing what you have learned with your peers!

CIOC, Module 5, Page 27