1. Using Microsoft forms in the English class to evaluate content formatively
Context: English foreign language class Level: pre-intermediate Students age: Class: English focused on reading and writing Number of students: 38 Time: 4 hours per week
*The lesson focuses on evaluating reading and writing skills formatively through the use of Microsoft forms. For this class plan, students take classes in the normal setting (the classroom) but before leaving the classroom they scan a QR code containing the formative evaluation they will take about the topic they studied in class.

2. The Use of Microsoft technologies in innovative ways in the English classroom
Lesson Review
Resources
This lesson is designed to teach teenagers to work on some reading and writing exercises and take a test about the topics studied using Microsoft forms after the class. To do this, Microsoft forms is taken as the tool to evaluate the content after studying the topic.

3. Using Microsoft forms in the English class to evaluate content formatively.
How can Microsoft forms facilitate the process of formative evaluation on learners?
*Teacher can start the lesson by asking students ideas and thoughts about what is the best way to be evaluated. How do they feel more comfortable when being evaluated.

4. Steps
First: The teacher creates (previously) the test using Microsoft forms, a test consisting on 5 questions followed by their corresponding feedback through a video tutorial.
Part 1
Using the video beam, the teacher encourages students to open an account on using an institutional address. Each step is explained in detail and special emphasis will be made on the fact that they need an educational address to open their account on Microsoft forms.
Part 2
Students open their account on using an institutional address.
*Using the video beam, the teacher displays a sample model of a test using Microsoft forms and show students how are they supposed to scan the code, have access to the Microsoft form and how they have to work on the test after they study the lesson.
Estimated time: 15 minutes for instructions and questions

5. Second: Using the course book that all the students have (which is also available online: ook/student_ep3.pdf) students start working on unit 2, lesson 1 (pages 48-51). In this lesson, the students will be working on different reading and writing exercises. Also there are some other exercises about grammar, speaking and listening but special emphasis will be put on the exercises that develop writing and reading skills. Students will brainstorm ideas and will answer questions related to famous quotes stated by famous people around the world. Then, the students will complete certain sentences related to actions that people can do in order to be good citizens. Afterwards, the students will focus their attention on a couple of text about opinions on how to be a good a citizen. These texts are followed by some reading comprehension questions about the topic. Finally, the students will concentrate on the meaning of certain phrasal verbs that appear on the text and they will work on some writing exercises where they have to use these phrasal verbs appropriately.
*Students are encouraged to work on the different exercises proposed in the lesson about how to be a good citizen. (estimated time 50 minutes)
*Teacher monitors the development of the different activities assuming different roles (guide, guive instructions, lead socialization of answers, etc.)

6. third: After students have worked on the different exercises, the teacher will ask them to scan (before leaving the classroom) a QR code containing a test that evaluate the content studied in class. The teacher will also send to the students’ the link containing the test using Microsoft forms. The idea is that the students can take the test and use the videos suggested within the test to reinforce those aspects of the lesson where they are not doing well. 
fourth: The students scan the QR code containing the test that evaluates the lesson or check their s to find the test and take some minutes to work on it. At the end of the test, the students will get instant feedback on their performance and also, they will receive some feedback from the teacher once he analyzes their performance.
*(In order to keep track of the students who take the test, It is good to keep a chart with the names of all the students and check the YES box if they work on the test. The idea is to encourage all the students to take the test so that all of them receive the corresponding feedback)

7. Preparation of the lesson and creation of the test using Microsoft forms
Explanation about how to have access to Microsoft forms and development of the lesson
Students scan QR codes containing the test in order to work on them after theey study a lesson. Inmediate feedback is received after taking the test.

8. Pros
Cons
The process of evaluating formatively students’ progress was facilitated thanks to the use of Microsoft forms.
Some students had problems when opening their accounts on Microsoft forms as they did not have an institutional address
Microsoft forms is a time saving tool because it provides learners with real-time personalized feedback.
Not all the students took the test at the beginning. Some of them were not interested on taking the test. It was kind of difficult to convince them to take the test after studying the lesson but after they could see that they did not feel the pressure of getting a bad grade, they started taking the test.
Microsoft forms is a powerful tool at the moment of making emphasis on differentiate instruction.
Microsoft forms allow teachers to check students’ progress and give them feedback.

9. Sample_Global citizenship_Test 1

10. “I encouraged my students to work on different exercises about how to be a good citizenship. The idea with this lesson was to make them reflect about the actions they are/aren’t carrying out to be good citizens. Besides that, with the use of Microsoft forms I pretended to reduce the level of anxiety students might experiment when they are evaluated. The idea using Microsoft forms was to evaluate them in a formative way making emphasis on the process and not in the product. If a student made a mistake, the student was encouraged to watch a video after the question, reflect on his/her mistake and then answer the question again”