Suggested criteria: Language accuracy
Information (content)
Design (creativity)
Structure of information
Evidence of research
Evidence of group work (contribution of each group member)
☺☺ (5-6 min) Say that now you want participants to practise. Distribute handout 1 to each participant. Allow participants to discuss the project task in pairs. They will need to think of criteria against which the task can be assessed and distribute 10 marks between these criteria. Tell participants to follow the questions on the handout.
Work with the whole group and take participants’ ideas. Summarise them on the board.
Suggested criteria(you can accept any well-argued variations):
Language accuracy 2 points Information (content) 2 points Structure of information 1 point Evidence of research 2 points Visual aids 1 point Evidence of group work (contribution of each group member) 2 points (2 min) Summarise the activity by saying that it is important to offer students different types of assessment to integrate and develop different skills. It is also very important to give students credit for any evidence that they have developed these skills (see the example above). Students should be familiarized with the assessment criteria before they start working on a task. If students see that teachers give similar attention to group work, research skills, language skills, and other criteria they will have enough incentives to do the job properly.
Activity 3 More ideas Objective: to introduce more ideas for non-traditional ways of assessment
Time: 35 min
Materials: handout 2
►Procedure:
☺(2 min) Distribute handout 2 to each participant and ask teachers to tick the types of assessment they are not familiar with. Encourage participants to work in pairs or small groups.
☺☺(8 min) Invite participants to share. Make a list of the least familiar types of assessment on the board.
