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Avatar de Bibliotecas I Agrupamento de Escolas de Lordelo

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ıhave done

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Portugal doesn't have a plan for bioeconomy yet. However, schools,  Universities and small enterprises are working hard in this area. In spite of not being a National Plan, locally, especially in schools, Bioeconomy is developing and getting better. The last experiment I've participated with a Sciences colleague was producing a natural deodorant and a moisturizing labial cream! Easy and most effecient.
Green is the colour of honour and our school motto!

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Since I am a preschool education teacher, the evaluation should be concrete and children do not understand the system of note. As a result of their positive and cooperative behavior, I give smiley faces and different stickers.

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as and experiences here according to the instructions.
European Schoolnet Academy kişisinin kullanıcı resmi
European Schoolnet Academy
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I have never tried rubrics or checklists but I will definitely do. I rarely assess my students' collaborative work and I use direct observation method. I must change this aspect and try harder.

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I have not tried rubrics but at the most convenient time

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I work with preschoolers, so our assessment system is different. We have no ratings but a motivational board. I grant children stamps for different skills there, but there are also negative stamps for bad behavior. Together with children, we set the criteria for granting them.

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I didn't use rubrics  in assessing collaborative work, but I will try to use i next time.

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Carmen Voinea, Romania

Evaluating the student's participation in the work of the group is very important in stimulating his / her involvement in his / her own learning. I used a simpler system based on inter-college assessment. But chips in the form presented do not use anyone in the school.

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Carmen Voinea, Romania

Evaluating the student's participation in the work of the group is very important in stimulating his / her involvement in his / her own learning. I used a simpler system based on inter-college assessment. But chips in the form presented do not use anyone in the school.

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For assessing my students collaborative work I always use a checklist. As I’m a performative arts teacher I evaluate the process, of course, but the product is very important. At first, I negotiate with my students the objectives of the collaborative work in cause, then, when everybody understands the aim of it, we go deep under the collaboration process.

During the process, I assess the individual and team capacity of dealing with different points of view and different aesthetics opinions. I observe the group dynamics and environment; if everybody collaborate, if all the group members are involved in the task, if they are happy.

When the students present their work I consider the tasks division, the individual responsibility, the aesthetical choice, the creativity, the beauty and the technical accuracy.

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MLast year I tried to use some evaluation columns during an interdisciplinary activity. Unfortunately I have not been constant and I had some difficulties with the students because I was the only teacher to adopt this method. This year I propose to take up again the activity of collaborative learning with the related columns and tools ...

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I tried to use some rubrics during some cooperative learning activities. I do not always use them. The other teachers at my school do not always use the rubrics. This year I will use rubric during my interdisciplinary activity with my religious colleague

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I have never assessed before the collaborative work of my students so analytical. Thanks for these helpful contributions!
Bye!

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Whılw I was ın prıvate school Iassessed my studets 

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Whılw I was ın prıvate school Iassessed my studets 

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As I am an IT teacher at primary school, I usually use check lists or instructions according with the activities. In terms of collaborative work, I think the rubrics are more effective. In this case, I also give alternatives to the students.

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I am a physical education teacher so I use check lists or rubrics according with the activities. For collaborative work I think that rubrics are more effective.

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I used rubric but not often

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I think a rubric is a good idea for a project or a task which has a long process. However, for other shorter  types of work I prefer to use a checklist which is much quicker to write and also to adapt if necessary.

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The rubrics are shared with the students at the onset of any project or task so that they know what I am looking for.
For collaboration work, I include, team work, content knowledge, confidence and overall presentation.

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I discuss rubrics with my students so they are involved and responsable actors on the learning process.

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I plan the contents according to the classes

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I rarely used rubrics to assess collaborative work, but I think I'll start to apply them more often. Here I got great ideas.

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It's nice to use the rubric to evaluate collaborative work. In the assessments, I use a list of reviews.

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Turkey
I usually determine the evaluation criteria according to the status of my students.

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I work with preschoolers, so our assessment system is different. We have no ratings but a motivational board. I grant children stamps for different skills there, but there are also negative stamps for bad behavior. Together with children, we set the criteria for granting them.

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I always make us of rubrics to assess my students and, as Elena Pezzi said in her video, I always share the rubrics with my students because they need to know beforehand what I am going to assess in order to get a clear idea of what they are expected to do.

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I rarely used rubrics for evaluation, but I think it is a very good idea.

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I rarely use checklists to evaluate collaborative work, but I think they are useful. Checklists are a quick and easy way to track the presence or absence of a characteristic or performance. Its completion must be accompanied by a qualitative reflection around the involvement, participation and interest of each student in the work developed. A checklist serves as a tool to track tasks, not to provide assessment of student work.

As for the rubrics, I use rubrics to evaluate the project work I'm assigning to my students. Specifying the criteria allows me to have a fair evaluation and reflect on my assessment and feedback to my students. I use rubrics to explain exactly what students need to achieve in content and performance.

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I use rubrics for evaluation. Some rubrics are processed by me, others elaborated with the participation of my students.
I think they are very useful to have many elements for evaluation, but they are also important for reflection on learning and metacognition activities.

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I often use checklists to evaluate collaborative work. In some collaborative learning activities, I ask the students to collaborate in the preparation of checklists, collecting some of their suggestions and references of parameters and items to be evaluated. In some developed works, students use SWOT analysis grids to assess / identify strengths, weaknesses and threats.

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I use lesson plans with clear objectives and self assessment checklists for the students to reflect on what they have achieved.

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I use lesson plans, checllists and rubrics and we always create an own rubric by consensous for the tasks. If students know what our aims are, how we are going to achieve it and what items will be evaluated, they have the control over their learning process and can help their classmates.

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I haven't used a rubric before, but I think it's a very good idea.

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I haven't used a rubric before.

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I have used rubrics in a very simple form. Again, it depends on the class and the topic. More complex rubrics can be used to access more complex topics/ long term projects.

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I had never thought of it that way, but I also used rubrics in evaluating the work of my students. They are not as well structured as some of the ones I've seen here in the examples of other learners, but I also often divide the assessment into various topics depending on the nature of the work the students are doing (content mobilized or learned from the task; of digital technologies, compliance with rules and regulations, respect and cooperation, interest and commitment, responsibility and organization) each with 5 levels of performance.

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I used some rubrics and checklists to assess collaborative work. I've used simpler ones. These are lists of achievements to measure behavior.

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I use a checklist for colaborative work, according to the subjects and goals. When the students are working, I often discuss with them the tasks they must acomplish, how to plan them, the importance of the collaborations among them and last but not least the the evaluated criteria.

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The evaluation plan is thorough, I think evaluation will be very objective

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Using rubrics for collaboration is new to me. Interesting idea.

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I always use evaluation rubrics to assess individual and group work. I inform the students about the evaluation criteria at the beginning of the task. They know what is being looked for while evaluating the work. I create suitable rubrics for each task. It is necessary to adjust the content of the evaluation criteria for every task.

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I did not use rubrics before, but now I am going to start using them.

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I have used rubrics and I have also written my own rubrics for assessment of presentations. They are very useful.

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I use rubrics from time to time to assess project works or I use checklists to give students clear points regarding the way their work will be evaluated.

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When I work as a group I define criteria for recording the commitment and collaboration of the group members, the content covered, creativity and communication

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Yes, I use rubrics for assessing. I used to inform my students about the criteria of assessment and ask them to make some suggestions about a new one. The evaluation of their tasks is collective work.

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I never used this kind of rubrics, but I did explain elements of assessment in collaboration learning. Unfortunately never had it written down.

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It's the first time I see a check list for the assessment of collaboration of group work. I usually use Framapad, where I see the degree of the contribution of each student.

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so far ı did not a group assesment rubric ,we did group works a lot and did assessment to but ı haven't use a group assessment  yet

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so far ı did not a group assesment rubric ,we did group works a lot and did assessment to but ı haven't use a group assessment  yet

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I use rubrics to assess the outputs of a topic usually after a unıt

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I use rubrics to assess the outputs of a topic usually after a unıt

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I used many self assesment cards eg concerning personal culture

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For performance tasks I used rubrics for students’ self-evaluation. I also gave them another rubric that shows the steps of assessment.

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For group works, students evalute themselves during or end of the the process.ı used but not much

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We are using rubric just for term projects. It is not common tool for me or my colleagues.

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Yes I use a rubric to assess the students’ work. I find it real.

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I have never used rubrics

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I haven't made a checklist before

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In my school is mandatory to use rubrics fro common evaluation task in secondary education. I like to use collaborative project and/or exposition rubric to do an autoevaluation and co-evaluation between students.

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I use checklists or rubrics to guide students before completing certain activities. It's also a good idea to use rubrics for self-assessment so students are able to assess themselves and give feedback to other students as well.

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not tried before....it is too much detailed. ..prefer simpler ones as the classes in Turkey are usually over 30 students

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I usually use checklists in my assessments. I don't have to prepare them because there are checklists at the end of each unit. Rubrics is widely used in surveys.

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In group work, for evaluation I use rubrics and checklists, but sometimes not for individual evaluation, but for the final product.
When constructing rubrics or checklists for evaluation, I take into consideration the final product that is intended, so they are different from project to project.
I usually ask for the approval of the students for some points of the rubrics and / or checklists. Sometimes they change.

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I haven't made a checklist before, I always kept them in my mind and to myself. however, lately I started telling the students what I need from them, linke getting involved, collaborating with each other. I will start making checklists too.

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I ve never used this kind of rubrics before. I evaluate main ideas of project, such as creativity, organization, communication,grammer, etc. This rubric is more detailed. this is more effective than mine.

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I believe it is useful to share the rubric with students. They get more involved in the task.

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I've never done rubrics before.I think it is effective and important in the studies that are done together.

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Since my students are 5 and 6 years old, I create an evaluation study with illustrated works.

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I think the rubrics and checklists are great tools and very useful in the task of monitoring students in the learning process.
To evaluate, both sides need to know what is expected to accomplish in this task or activity. By using these tools, teachers can more effectively evaluate the student's process and end product, and students can also accept more responsibility and judge their own work in relation to the final product.
I have not yet had the opportunity to ask students to make specific checklists.

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I use rubrics that are similar to the rubrics that are mentioned.

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I have already used checklists and criteria to assess collaborative work, as well as construsted my own rubrics. If I am teaching older students, I always discuss the evaluation criteria with them. To younger students I let them become aquainted to the criteria before the tasks is developed.

When I assign my students with a group work, we discuss and negotiate, in advance, how they are going to presente their work. So, the evaluation will focus not only on the process and the product but also on individul responsability while performing and presenting the task.

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I have just viewed the sample rubrics and checklists in this module .I think they are really useful in assesments of collaborative learning.I want to use such things but the limited time is my obstacle.

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I use a checklist for  each work, according to the subjects and goals. During the work, I often call the attention of theb students to the tasks they must accomplish, the time they have and the need of collaboration among them. At the presentation they do their self evaluation and they evaluate the others group's members and the way they worked.

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Yes I did, students had to fill in every moth during the process self- and peer evaluation forms based on the content of the project.
Problem is that, even added deadlines, my students found it difficult to evaluate themselfs in time and where afraid of the public area where they had to publish the evaluation, even when they communicated everyday with eachother during the daily stand-up scrum meetings

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I use a rubric like this. I Show in the begin of acollaborative work and explain the rubric to the students.

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Everyone must use rubrics for assessing collaborative work since skills and works must be evaluated by using this rubric.

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I have never used rubrics for assessing collaborative work. I think it is an objective way how to do it. I have used some rubrics for assessing writing and speaking skills.

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I use rubrics for assessment of group work. Students use a pie for group-evaluation.

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I've prepared such an evaluation, but I've had difficulty applying. Time was not enough.

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I've first seen the rubrics at STEM activity, then realized nobody uses them at my school, we actually use them in a simple way when assessing projects

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I designed a self assessment worksheet for 6 years old students.

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As I am studying the Master Degree in Education, I have had to create a checklist to assess collaborative work with some of my classmates. At the beginning, it was a bit difficult because we didn't really know what aspects we had to include in the checklist, but later, we put our ideas in common and we were able to elaborate one. As a future English teacher, I will use rubrics and checklist to assess my students in an objective way.

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I use rubrics for evaluating the project work that I am assigning to my students. Specifying the criteria allows me to have a fair evaluation and reflect on my grading. Although I am announcing the evaluation rubrics to my student they don;t seem interested in considering them. :(

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I have never made such lists. I organized collaborative activities, I noticed the students and I noticed aspects that made them difficult or influenced the achievement of the tasks.
I think the proposed lists will be very useful for me to assess students' willingness to collaborate in accomplishing the tasks.

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In all project based learning first I deliver rubric with goals. These are then refleted on the assessment rubric. It keeps a line that unites the process. Students can reflect on where they are in the learning path and what does it takes to get the best grade possible. It is important that they KNOW how to read and reflect over it because sometimes they don’t understand how to evaluate themselves.

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I already used rubric for assessing students’ collaborative skills, checklist for self-assessment of students’ collaborative skills and checklist for peer assessment of students’ collaborative skills. But they were so complete and structured. It was I that build the assessments. I think it´s important to involved students participating in the process of building the assessments.  Sometimes I try to implicate the students in all the processes, but it isn´t often, because of the short time I have with them. And I enjoy the experience.

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I share with students feelings, ideas, results of the collaborative work and learning. Each group tell the class how was the work together, each students evaluates individual work and finally we discuss on my "role".
They tell me if they like the assessment, if they learned and if I motivated them.
After this course I will start using rubrics. Thanks a lot for inspiration.

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I used the existing lists and checklists to evaluate joint work.
the student can see himself / herself and the work in the group better.
the student can see himself / herself and the work in the group better.

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Evaluation is the most complicated process, I totally agree. Evaluation rubrics can be used, but the more personalized the teaching, the more complex the evaluation.

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I always inform them about the criteria of assessment, and for me it's also very important to give them a template that they have to filling and autoevaluate their work.

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I only use tools similar to rubrics and check lists to assess students's work in extracurricular projects.
We need to have grades/marks to put in the teachers' books...

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I haven’t used checklists but I have shared with students the criteria of the assessment. And I have given them a logbook to fill in in order to keep track of the process.  I realized now that I didn’t give enough relevance to the evaluation of the process itself and I will do it next time Camen Romero

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I haven’t used checklists but I have shared with students the criteria of the assessment. And I have given them a logbook to fill in in order to keep track of the process.  I realized now that I didn’t give enough relevance to the evaluation of the process itself and I will do it next time Camen Romero

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I often use the same rubrics, but sometimes my own.

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I usually use some simple checklists to assess collaborative learning. They are not detailed like the examples given but they focus on the same criteria: responsability; reliability; helping others; ... I have to admit that this kind of rubrics really help us to assess collaborative work with more objectivity and discussing them previously with students is very important, this way they not what is being assessed and why.

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First of all the idea of a dictionary of memory is a fantastic one!
Assessing collaborative work and collaborative learning is not an easy task. On the contrary, it is rather complex. We must keep in mind the evaluation of the skills to deepen, process and products, the evaluation of the group as a whole and the evaluation of each element of the group, co-evaluation (peer evaluation) and self-assessment.
The number and diversity of evaluation tools to be applied will naturally take into account the type of work to be carried out and the time taken to complete it (the learning process and the work to be done in a 45-minute class are not the same as those of  two, three or four 45-minute classes).

I usually use existing rubrics and checklists to assess collaborative work and I have already constructed my own rubrics and checklists for assessing collaborative work. Most of times I discuss the evaluation criteria with my students (14-18 years old).

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I use a general rubric about the evolution and process each student. It has a different rate from each task and observation in class and also all evaluation criteria with different level of the achievements.

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ı dont use rubrics sorry but ı research and doing

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I think that in this kind of non-formal informal learning projects the evaluation can not be formal either. It must be open enough to give the students freedom to transmit their own experiences, impressions, emotions, the way it can influence their perspective of life and future. It can not be for sure rubrics or checklists.