Tangible products such as radio playscripts, rewriting of the ending, or retelling of the story can provide teachers with evidence to see if pupils have applied the learnt vocabulary, expressions and language structures to their own work. Constructive comments can be given accordingly.
		In the learning and teaching of short stories, formative assessment is more important than summative assessment. The process of learning should be our paramount concern. A grade of A, B, or C for their tangible products, though able to satisfy some concerned parents' demands, may not be the best way to reflect pupils' achievements in the learning process.
		Teachers can make use of a feedback sheet to enhance learning and teaching as mentioned in Section 1.6.3 of Module 1. Click on this to see an example of a feedback sheet. It can be used to assess the writing of short stories. It is not meant to be prescriptive and teachers can adapt and develop their own feedback sheets according to the specific task, pupils' needs and abilities.
		By observing the degree of pupils' participation, their involvement in the task, the originality of their work, and/or the fun they are having, teachers can give them oral or written feedback with short comments.