FUNctional Assessment: Entertaining ways to evaluate language skills

The malevolent creature reared its hideous head – a garish abomination, with but a vague semblance of something that may have perhaps once been human – peering out across the room with dark, dead eyes… grim, sunken orbs mirrored by a tenebrous, stone-cold heart… Twisted, misshapen hands, with nails like talons, gripped the stack of papers with sadistic glee, brandishing them like an inquisitor’s flail… sheets of paper whose sole purpose was to feed off the palpable fear of cowering students… “Now,” hissed the creature, its serpentine voice sending shivers down the spines of all who had the misfortune to hear it, “Open your test booklets to page 1… MWAHAHAHAAA!!!” 

Taking the terror out of testing  

Ok, maybe the above is a teensy bit exaggerated; that said, the words “test” or “exam” can truly evoke horror in the hearts of some students… but does it have to be that way?  

Assessment in the language classroom often conjures images of stressful evaluations and anxious pupils. However, it is, in fact, possible for assessment to be a positive and engaging experience that enhances learning and fosters student confidence.  

Functions of Assessment 

Assessment serves multiple purposes in the language classroom. It can be formative, providing ongoing feedback to guide instruction and improve student learning, or summative, evaluating student achievement at the end of a learning period. Formative assessment, in particular, is crucial for identifying learning gaps, enhancing student engagement, and promoting continuous improvement. 

When students hear the word "assessment", they often think of high-stakes exams and consequential grades. However, assessment can be a tool for learning rather than just a measure of learning. Formative assessment involves ongoing evaluation to monitor student progress, identify areas for improvement, and adjust teaching strategies accordingly. This type of assessment is essential for fostering a growth mindset and encouraging students to take ownership of their learning. 

Understanding Formative Assessment 

Formative assessment is an ongoing process that helps teachers and students understand the learning journey. It involves regular feedback, self-assessment, and goal setting. According to Stiggins et al. (2004), effective formative assessment addresses three key questions: 

1. Where am I going? (Learning objective/Goal)

• Provide a clear and understandable vision of the learning target.
• Use examples and models of strong and weak work.

2. Where am I now? (Assessment) 

• Offer regular descriptive feedback. 
• Teach students to self-assess and set goals. 
  

3. How can I close the gap? (Activity)

• Design lessons to focus on one aspect of quality at a time. 
• Teach students focused revision. 

If we start to think of assessment as a process, instead of merely a score, then we can start to leverage it throughout the entire learning journey – not just at the end of the unit or term!  

Feedback Techniques 

So how can we implement formative assessment and constructive feedback in our daily classroom activities? Traditional feedback methods, such as the "feedback burger" (positive-negative-positive), can be limiting and somewhat ineffective. Instead, we should consider using a "feedback recipe", as inspired by Hattie and Timperley (2007) and Black and Wiliam (2009). This approach focuses on providing feedback that relates to students' progress towards their goals. For example, after a first draft of a writing task, students can work together to create a "recipe for success", discussing what elements to add, adjust, or remove to improve their work… “a pinch of this,” “a dash of that,” “cut away the fat here,” and so on.  

Another simple, yet effective, formative assessment technique is the "triple takeaway." After each lesson, students write down two specific things they have learned and one area they would like to know more about or do not feel confident about yet (or vice versa). This activity encourages self-reflection and helps teachers identify areas where students may need additional support.

Warmers and Low-Prep Activities 

Low-preparation activities can serve as informal assessments while keeping students engaged and motivated. Activities like "Find Someone Who…", "20 Questions", and "Picture Description" help reinforce vocabulary, practice question formation, and improve conversational skills. These activities allow teachers to observe students' language use, fluency, and engagement in a fun and interactive environment. 

• Police Lineup 

One specific, engaging low-prep activity is "Police Lineup." Each student writes a unique, true sentence about themselves that the other students do not know. The teacher collects these sentences and selects a few students to come to the front of the class. The class then asks questions to determine who the true author of the sentence is. This activity not only includes speaking and listening practice but also fosters critical thinking and a sense of community. 

Various language aspects can be assessed with this activity. For example, present simple for routines (“I walk my dog every morning”), stative verbs (“I know three languages”), past simple for personal experiences ("I met a celebrity at the airport”), present perfect for life experiences (“I have never eaten sushi”), and modal verbs for ability (“I can play the guitar”). This activity not only helps in practicing these grammatical structures but also encourages students to spontaneously engage in dialogue. 

• Vocabulary Prediction 

Another effective low-prep activity is "Vocabulary Prediction". Students are divided into groups, with each group being given a broad topic. One student from each group goes outside the classroom while the remaining students brainstorm vocabulary related to the topic. The student outside then speaks about the topic, and the group checks off the predicted vocabulary words used. This activity reinforces vocabulary knowledge and encourages speaking and listening practice. 

• Introductions as Informal Assessments 

"Answers About Me" is a great activity for the first day of class. The teacher writes words or numbers related to themselves on the board and encourages students to ask questions to guess the context. This activity helps students get to know the teacher and each other, fostering a conversational atmosphere. Students then write down words or numbers about themselves and share them in small groups, practicing speaking and listening skills. 

For the teacher, this activity provides a fun way to observe students’ language abilities in a low-pressure setting. It can give insights into their speaking and listening skills, vocabulary, and ability to form questions.


Role Plays & Theater Exercises 

Role plays and theater exercises are powerful tools for encouraging spontaneous language use, reducing anxiety, and building confidence. By taking on different characters and scenarios, students practice real-life conversations in a supportive and playful setting. This method fosters interaction and collaboration, making language learning both effective and enjoyable. 

Benefits of Role Plays 

Role plays offer several benefits:

1.  Encouraging Spontaneous Language Use: Students must think on their feet and respond to various scenarios in real time, mirroring real-life conversations. 

2. Reducing Anxiety and Building Confidence: Taking on different characters can reduce the pressure of speaking as oneself, making students more willing to take risks with their language use. 

3. Fostering Interaction and Collaboration: Role plays involve multiple participants, promoting teamwork and mutual support. 

They can also be tailored to assess specific language skills / mastery. For example, imagine you are teaching an EAP (English for Academic Purposes) or TOEFL iBT^® test prep course. You could use the following scenarios, outlining specific lexis or grammar structures that they should try to produce during the activity: 

• Office Hours with a Professor 
• Group Study Session 
• University Campus Guide 
• Library Study Group 
• Academic Debate 
• Student Services Meeting 
• Classroom Discussion 

Adapting Role Plays 

Role plays can be adapted for different proficiency levels by simplifying scenarios, providing scaffolding, and incorporating culturally relevant contexts. Teachers can also leverage AI tools to create engaging and tailored role-play scenarios, saving preparation time and enhancing the quality of exercises.  

A fun example of this – for all those fellow geeks out there – is this role-play scenario for “planning a galactic adventure,” which was created using ChatGPT as a role-play partner. Specific prompts were first given on what the role play should consist of and how the AI bot should interact with the real-life student – which comes in handy if you are giving private lessons or a student wants to work on their own but has no one to practice English with. Of course, it can also be used in class with two “real students” as well!  

SCENARIO:  Planning a Galactic Adventure  

VOCABULARY FOCUS:  Planets, space travel, leisure activities  

GRAMMAR FOCUS:  2nd Conditional (If + past simple, would + base verb)  

• LUKE (student):  Hey Han, if you could visit any planet in the galaxy, where would you go? 
• HAN (AI):  Hmm, if I could visit any planet, I would go to Naboo. I’ve always wanted to see the beautiful lakes and architecture there. 
• LUKE (student):  That sounds awesome! If I went to Naboo, I would definitely explore the underwater cities of the Gungans. What would you do there? 
• HAN (AI):  If I were on Naboo, I would take a boat ride and visit the royal palace… and casino! How about you? Where would you go if you had the chance? 
• LUKE (student):  If I had the chance, I would go to Tatooine. I would love to see the twin suns again and visit the old homestead. 
• HAN (AI):  Ugh, not me, I wouldn’t ever go to Tatooine. I HATE sand… it’s rough and it gets everywhere!  

This scenario encourages students to use target vocabulary and grammar structures in a fun and imaginative context. To assess language mastery, the teacher would monitor student production, perhaps employing a rubric and/or checklist of specific lexis and structures the students are incorporating.  

Theater Exercises 

Theater exercises, such as "Bucket," "Freeze Frame," and "Yes, And…” encourage spontaneous language use, reduce anxiety, and foster interaction. These activities involve improvisation and creative thinking, helping students build confidence and fluency. 

• Bucket 

Students write sentences or phrases on slips of paper and place them in a bucket. During an improv scene, they must pull out and integrate these lines, promoting spontaneous dialogue and creative language use. This activity can be combined with "Freeze Frame" for added fun. 

• Freeze Frame 

Two students start an improvised scene. At any point, another student can yell "freeze," take one of the actors' places, and start a new scene using a slip of paper from the bucket. This encourages students to take risks and build confidence in their speaking abilities. 

• Yes, And… 

"Yes, And…" is a popular improvisation game often used in drama and communication classes. Participants must accept what the previous person has said (the "Yes" part) and then add something new to it (the "And" part). This creates a continuous flow of ideas and encourages active listening and creativity. 

A/B Debates 

If improv or theater sound intimidating, try starting with a debate. The teacher presents a simple, debatable topic such as "Cats are better than dogs" or "Android is better than Apple." The first student to respond chooses either "Agree" or "Disagree." This student will argue in favor of their chosen stance. The other student must take the opposite stance, even if it doesn’t reflect their true opinion. This encourages flexibility and critical thinking. 

Digital Tools 

Incorporating digital tools into assessment practices can provide personalized feedback, automate grading, and offer interactive learning experiences. AI-powered platforms, for example, can analyze student performance data, provide real-time feedback, and suggest tailored learning paths. These tools enhance the efficiency and effectiveness of formative assessment, benefiting both teachers and students. 

As seen in the role-play example above, AI can be a powerful tool for both EFL teachers and students. For teachers, AI can provide personalized feedback, automate grading, and offer data-driven insights to tailor instruction. For students, AI tools can facilitate self-assessment, simulate real-life conversations, and create personalized learning paths. By integrating AI into formative assessment, both teachers and students can benefit from more efficient, personalized, and engaging learning experiences. 

Specifically, if you are preparing students for the TOEFL iBT test, there is a very comprehensive, free tool called TOEFL TestReady, which offers:  

• Free AI-assisted scoring & feedback 
• Complete TOEFL iBT practice test 
• Rotating activity of the day 
• Additional focused practice (for specific question / task types)  
• Detailed insights into correct pronunciation, grammar, rhythm, mechanics, delivery and more 
• Personalized study plan 
• Continuous progress tracking over time 

Coming full circle… 

There are many ways to use assessment in the classroom to help guide students along their journey, instead of just measuring them at the end. Ultimately, how you use these tools in your classes is up to you, but by integrating functional and entertaining assessment methods into the language classroom, teachers can create a positive learning environment that motivates students and enhances their language skills.  

From low-prep activities to role plays and digital tools, these strategies can help make assessment an integral and enjoyable part of the learning process. Embracing these innovative approaches can transform assessment from a source of anxiety into a powerful tool for learning and growth… and maybe – just maybe – students will stop seeing test day as the next installment of the Saw franchise!

References 

• Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom Assessment FOR Student Learning: Doing It Right — Using It Well. Portland, Ore.: ETS Assessment Training Institute. 
• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77 
  
  
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