I wanted to add a reflection on this assignment because I have had the opportunity to put it into practice in a high school during the practicum. I found it interesting to include it here in the portfolio to comment on how this activity worked in a real context.

The quiz was modified following the feedback that was given by the instructor, so the questions had a coherent scoring and were more reliable. The open-answer questions can be checked by the teacher and give individual feedback to each of them, taking into account half-correct answers. The multiple correct answer questions were also reconfigured to give students a point for each correct answer they marked.

As for the development of the session, students were mostly receptive to the topic. We had already dealt with it, a couple of sessions before, and some discussion developed for a big part of the lesson. We watched the video all together one time. Some students started answering the questions after having read them all. When the video finished, the students were given 15 minutes to complete the rest of the quiz on their own, having the possibility to watch the video again and skip and go back and to work in groups. They took more time than expected to finish, which delayed the whole lesson, though some students were able to follow the timing.

In the end, most students had already jumped to the second part (speaking) and had their notes ready to record, but time was limited and some students had not finished the previous discussions, so recording for everyone was not a possibility. Moreover, students were in the middle of the final project for the Learning Unit they were working on, so it was found suitable to give them time to work on that after answering the whole quiz, as the ideas they got from the video could be included in their projects.

The main issue detected is the time limit. Some groups are faster than others, which may need some extra time to gather all the information and write their answers. Alternatively, one open-answer question could be transformed into a multiple-choice question, for instance, to save some minutes that they can later dedicate to the recording time. Another option would be to speed up the group discussion, prior to the final recording. If there is a possibility to send the remaining work as homework, this is also a good alternative, so everyone has the opportunity to take their time at home and hand in good work. The teacher would also be able to then give complete feedback on the skills to which the activity aims.