Theme
Classroom Assessment: What and How to Assess
Webinar
The “Classroom Assessment: What and How to Assess” is a free joint webinar conducted by NileTESOL TEA SIG and IATEFL TEA SIG. The key focus is how K-12 English language teachers assess their student language learning in formative and summative ways.
Webinar Abstract:
Classroom Assessment: What and How to Assess is a free, interactive online event jointly organized by NileTESOL TEA SIG and IATEFL TEA SIG. Designed especially for K–12 English language teachers, this session will explore practical, research-informed strategies for assessing student language learning in both formative and summative contexts. Participants will gain fresh insights into the what: identifying which skills, competencies, and language outcomes truly matter, and the how: discovering effective tools, techniques, and approaches to measure progress and support growth. Through expert-led discussions, real-life classroom examples, and opportunities for peer exchange, attendees will leave equipped with actionable ideas to make assessment a meaningful part of teaching and learning. Whether you’re looking to refine your current assessment practices or seeking new ways to engage and motivate learners, this event offers a valuable space to reflect, learn, and connect with fellow professionals.
Target Audience
K-12 English language teachers
Date & Time
Saturday 20 September 2025
04.00 – 06.00 PM UK Time, 06.00 – 08.00 PM Cairo Time
Webinar Registration Link: https://forms.gle/JShEK8g2e7FmsoCM8
Webinar ZOOM Link: https://us05web.zoom.us/j/83765409380?pwd=aTnxatv9gEUV7JqlHR6aKH31E1z0ao.1
Meeting ID: 837 6540 9380
Passcode: 12345
Presenters: Ms. Nesreen El-Nesr (NileTESOL), Dr. Ghada Aboul Hassan (NieTESOL) & Ms. Joanna Wrzesinska (IATEFL)
Moderators: Dr. Hala Gharib & Mr. Samir Omara – NileTESOL TEA SIG Coordinators
Session 1
Presenter’s Name: Mrs. Nesreen El-Nesr
Session Title: Level up Your Learner’s Performance Assessment by Gamifying Classroom Tasks
Summary: It is time to have an engaging and motivating learning environment. Gamification levels up formative assessment by bringing game elements into a non-game educational context. In this session, participants will utilize gamification web applications to add a powerful new set of ideas and practices to their teaching and assessment toolkits.
Abstract: Crafting an interactive, engaging learning experience has become the ultimate aspiration for all educators. Linking interactive formative assessment tasks would maximize the learners’ retention as well as motivation to connect what is learnt all through the scholastic year. To do so, gamification is used in any learning context to guide learners towards having ultimate feedback, feeling a sense of accomplishment, facing challenges and overcoming them, making decisions, and having a sense of mastery. This makes learning not only more engaging but also stickier than using the traditional approaches, especially if it is applied for formative or summative classroom assessment tasks.
This practical workshop will introduce participants to what is incorporated with gamifying classroom assessment tasks through:
- Defining formative and summative assessment
- Defining gamification.
- Identifying the rewarding system of gamification.
- Introducing some web applications to gamify classroom assessment tasks like ‘Duolingo, Quizizz, live worksheets and flippity.
Finally, by the end of the workshop, participants will have varied ideas of how to link between gamification and formative and summative assessment.
Presenter’s Bio: Nesreen Bahgat El-Nesr is an MOE supervisor, and teachers’ trainer. She holds a Bachelor of Arts and Education from Alexandria University. She is a Cambridge CELTA-certified educator and speaking examiner. She is certified as a trainer from USA, UK, KSA, and PAT Egypt. She has delivered professional presentations at different national and international conferences.
Session 2
Presenter’s Name: Dr. Ghada Abou El Hassan El Sayed
Session Title: CATs in Action: Formative Assessment for Engaged Learning
Summary: This session introduces Classroom Assessment Techniques (CATs) as formative tools to monitor student learning and adjust instruction dynamically. Educators will explore CATs’ benefits, learn to select and implement them effectively, and analyze data to enhance teaching. Participants will develop practical strategies to foster an engaging, responsive classroom, ensuring immediate feedback and improved student outcomes.
Abstract: Classroom Assessment Techniques (CATs) are simple, formative tools designed to help teachers monitor student understanding and adjust instruction accordingly. Unlike high-stakes assessments, CATs provide immediate feedback through low-stakes, interactive methods, fostering an engaging and responsive learning environment.
This presentation aims to encourage and empower educators to effectively integrate CATs into their teaching practice, enabling them to identify learning gaps, refine instructional strategies, and enhance student participation.
Participants will explore the purpose and benefits of CATs, including their role in promoting metacognition, increasing student engagement, and supporting differentiated instruction. Teachers will learn how to select and implement CATs aligned with their lesson objectives. Additionally, they will practice analysing assessment data to make informed instructional decisions.
By the end of the session, participants will leave with a toolkit of adaptable CATs that can be immediately applied in their classrooms. This session is ideal for teachers seeking to create a dynamic, student-cantered classroom where formative assessment drives continuous improvement in both teaching and learning.
Presenter’s Bio: Ghada has 30 years of experience in ELT with a Doctorate in Educational Leadership and Management. She is the Past President of NileTESOL, Egypt. She is currently an instructor at the American University in Cairo and Notting Hill College, U.K. She has presented at many international conferences.
Session 3
Presenter’s Name: Joanna Wrzesinska
Session Title: Giving Effective Feedback in an EAL Classroom
Summary: The session will discuss key aspects of providing effective feedback based on a model established by Hattie and Timperley (2007). The participants will develop a better understanding of the various elements of this model and practice providing feedback to a student response to a sample speaking task using a template derived from the presented feedback model.
Abstract: Providing feedback is probably the most important aim of formative assessment (Norris et al., 2017). Such feedback can be delivered to learners: a) in a variety of ways (e.g. verification of response’s accuracy, explanation of correct answers, hints, examples of strong performance, etc.), b) from various individuals (from a teacher, peers, or as self-assessment; and c) at various times during the learning process (e.g. during the assessment experience, as so-called immediate feedback, or after a period of time, as so called-delayed feedback) (Schute, 2008). An important consideration is how to ensure that the feedback provided, regardless of the way and format it is given in, is effective and leads to improved teaching and learning. In this session, we will discuss a theoretical model for providing effective feedback introduced by Hattie and Timperley (2007), discuss its elements (the four levels of feedback and the three key questions it should refer to) and examine how it can be applied in the EAL setting. We will also explore the three “conditions for effective and useful feedback” (Sadler, 2008). Finally, participants will practice providing effective formative feedback to a student completing a speaking task. This exercise will enable the workshop participants to apply the model and equip them with a ready feedback template they can use in their classrooms.
Presenter’s Bio: Joanna Wrzesinska serves as a joint IATEFL TEA SIG Coordinator since 2024 and manages teacher training and outreach to organizations in EMEA as the Head of ELT and Institutional Relations at ETS. Joanna holds an M.A. degree in TEFL and is based in Poland and Greece. Before joining ETS, Joanna worked as a teacher and academic manager in the private sector.
