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The chapter's tools are primarily adapted for the formative assessment, i.e. they are activities that give the student the opportunity to reflect on where he stands in relation to various questions and objectives, and the tools can simultaneously give the student an insight into how other students think about the same issue. For the teacher, the tools provide opportunities to listen to the students' thoughts about these issues and themes and then use the compiled thoughts for planning the teaching.
When a new tool is introduced, students often focus first on the tool itself. The more familiar the students become with the tool, the easier it is for them to focus more on the question at hand and really use the tool for reflection individually and/or together with others.
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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