Students should have as large a role as possible in their learning. This role is increased by both allowing students to offer feedback on activities that the teacher implements into the classroom and by allowing them to evaluate their own progress and achievement. 

 The forms offered here are in English, as students are asked to think about their learning, not to try to decipher what the form says or to formulate their concerns in perfect English . It is less stressful for students and will produce more open and honest answers (if they do not know how to write something in French, they might not write it at all). 

Three forms comprise this section: 

1) Student self-evaluation: Unit on environmental problems

This form allows students to decide if they have mastered the required concepts for the unit. It covers grammar points as well as the four language skills. Students also have the opportunity to rate their participation and to pinpoint areas in which they might improve. The form also lets students realize that they might not understand something well. Students are asked what they might do to improve their comprehension of the vocabulary and grammar that this unit required of them, building metacognitive awareness and raising awareness of learning strategies. Teachers might ask for volunteers to tell the others what they are planning to do, and a list of possible strategies might be compiled in class. Finally, this self-evaluation form will give the teacher a sense of what aspects of the unit the class has and has not mastered, and he/she can then review appropriate material. The teacher might also be led to look back at activities and techniques and evaluate their effectiveness. 

2) Evaluation of unit activities: Environmental problems

This form will allow the teacher to see how successful his/her activities were. Students offer feedback as to how enjoyable and how useful the activities for the unit were for them. In this way, the teacher can hear from the students as to what skills they would like to practice or what kinds of activities would interest them before final course evaluations!   The form may also inform the teacher of problem areas for students. Furthermore, this form is a good reference tool for improving on the unit for future classes. 

3) Evaluation of one activity

This evaluation form is similar to the previous one, but focuses on only one activity. This is especially useful if this activity is a new one the teacher wants to try. It helps the teacher get a sense of how students really reacted to the activity, if the instructions were clear, or if students would like to try something similar again. Students also benefit from giving feedback on activities. They have the opportunity to shape the content of the class and consequently feel that they are heavily invested in what goes on there.