Abstract
One challenge that teachers meet when they flip their classes involves assessment. Because the classroom becomes more interactive, teachers need to adjust how they perform formative assessment. Two changes need to be made. Integrate formative assessment into the classroom activities and use it to inform planning. One way to integrate formative assessment is with text visualization. Through text visualization, students engage the text several times. During the activity, teachers can observe and provide feedback on both the procedures and the content. This chapter describes a reading lesson using text visualization for pre-class, in-class, and after-class activities taught in a pre-college English for Academic Purposes program at a community college in the southern United States. The students come from South America, Asia, Europe, and Africa to study and for the most part are recent high school graduates in their countries. Using this lesson, the teacher gains insights into the progress students are making toward proficiency in the skills with these texts as well as guidance for planning future lessons.
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Graney, J.M. (2018). Flipped Learning and Formative Assessment in an English Language Class. In: Mehring, J., Leis, A. (eds) Innovations in Flipping the Language Classroom. Springer, Singapore. https://doi.org/10.1007/978-981-10-6968-0_5
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