Portfolio module 4

The evaluation process is one of the main aspects that come into play in the process of teaching and learning. We have many ways to assess our students as well as assess ourselves.

In the formative assessment is collected different kind of information on how students face the proposed activities; thus, you can see the student needs that arise, how are they taking the learning process, etc., so we can re-plan activities to meet the new needs that are arising.

From my point of view, the main features of the formative evaluation are:

-Get Evidence on how the teaching-learning process is been developing.

-Design action plans to redress errors, review or strengthen any weaknesses found, assign extra activities and program individualized attention to students as needed.

On the other hand, we have the summative assessment whose purpose is to determine the degree of achievement of learning objectives by students at the end of each learning period.

In my opinion, both kinds of assessments are compatible.

The fact that the "summative evaluation" is conducted at the end of an educational period to reach a final decision on the student's progress involves using the results collected over the course with the instruments of the "formative evaluation" as for example: self-assessment questionnaires, grills peer assessment, observation sheets, daily shared student-teacher, etc.

Here you have some resources related to assessment, hope they are useful somehow!

KATHY SCHROCK’S GUIDE TO EVERYTHING (ASSESSMENT AND RUBRICS)

http://www.schrockguide.net/assessment-and-rubrics.html



EVALUATING IN CLIL

http://www.leraar24.nl/dossier/3072/clil-skill-evaluate-learning-feedback


RUBRICS CREATOR

Click http://www.rubrics4teachers.com/ link to open resource.


RUBRICS FOR TEACHERS

Click http://rubistar.4teachers.org/index.php link to open resource.


Assessment and rubrics

Click http://www.schrockguide.net/assessment-and-rubrics.html link to open resource.

Module 4

Assessment is one of the most important aspects during the learning process. 

Teacher’s Assessment

Rubric :

Example 2

CATEGORY	4	3	2	1
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word	Often mumbles or can not be understood OR mispronounces more than one word.
Collaboration with peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Uses complete sentences	Always (99-100% of time) speaks in complete sentences.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences	Rarely speaks in complete sentences
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.

Peer’s Assessment

Self-Assessment