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Both evaluation and assessment are included in learning process. The graph illustrates the main differences and mutual points between them

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Since the first module was about defining pedagogy, introducing the (student centered approach) to the participants, and discussing the importance of this approach and how it affects the teaching and learning journey, it is time to identify how to apply this approach in our teaching process which is aim is to make teachers being productive through creating an environment that encourage students to communicate and collaborate.

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A student's success in the modern world, especially college students, the workforce, and adult life, depends crucially on their knowledge, life skills, professional skills, habits, and traits, which are referred to as 21st century skills.

Three types of skills are discussed in the module; (learning skills, literacy skills, and life skills)

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4Cs are considered to be the most important skills for students in 21st century to succeed in school, college, and the workplace.  In addition, they have the biggest impact on assessing students.The 4Cs are:
1. Critical thinking skills
2. Creative thinking
3. Collaboration
4. Communication

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Introduction to 21st Century Learning with Helen Soule

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It is also called (IMT). It emphasizes how students may distinguish between facts, publishing platforms, and the technology behind them. Finding reliable sources and genuine information is very important to students to distinguish it from the false information that permeates the Internet.
literacy skills are:

Information literacy: It helps students understand facts especially the information they get online.

Media literacy: it is the practice of identifying publishing strategies, platforms, and sources while separating the reliable ones from the unreliable ones.

Technology literacy: Understanding the machines such as computers, mobile devices, and programms that make the Information Age possible

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Also called FLIPS, these abilities are relevant to a person's personal life, but they also cross over into professional contexts.

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Creative teaching is defined as a complex process that involves a broad range of skills, experience, and perspectives.

It is also defined as an activity “evidenced through assessment and teaching practices that are surprising, multidisciplinary, risky, focused on process and product, aligned to learning outcomes and produce knowledge that is new and valuable”(Pollard et al., Citation2018).

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creative teachers have characteristics such as:

Good ability of imagination

They have the personality of self-motivation, self-development, self-confidence, self-evaluation, and self-criticism

Eager to learn and flexible to different ideas

Multidisciplinary thinkers

They think outside the box

Usually, they can find a new solution for problems

Work with the love of life, self, and community

Very devoted to their jobs

Very disciplined

Ambitious

Curious

Open mind

Have the ability to accept criticism

Many factors effects on teachers creative thinking;

self-efficacy

personality types

work experience

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The aim of studying different methods of teaching is to encourage teachers to use these methods for their sessions to make students understand and engage with the subject.

Following are some teaching methods teachers can use in their class

Lecture

Seminar

Workshops

Written assignments

Laboratory/ field work

Graduation project

Work placement and internship

Teachers should be able to find and use the most appropriate method for their session, because repeating same method for every subject cause boredom to students.

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We learned these technics through a group activity. Each group represented two of the learning techniques through a poster presentation and acting as teachers and students.

Fish bowel learning

Authentic learning

Gamification and game based learning

Flipped learning

Problem based learning

As teachers we can use these techniques to

To involve all students in the class in the subject

Enhancing communication and collaboration through group work

Bringing excitement to the class

Since architecture is considered as one of the most difficult studies and includes the toughest courses in the world in terms of subjects it is very necessary to use these different techniques in our classes (in theoretical subjects and practical ones which is about designing different projects) because the student's experience in the 5 years of studying architecture considered as a crucial experience that affects on their achievements in the future.

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Microteaching is another teaching skill we learned in module 3. It is an art of teaching. Its concept is sharing knowledge with students in a few minutes (5-7minutes). It is about summarizing a subject into main points without decreasing the quality of the subject and missing the main idea.

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Teachers should be aware of WHY?, WHAT? , HOW? , WHEN? they do assess

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Teachers should be aware of WHY?, WHAT? , HOW? , WHEN? they do assess

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Regarding assessment, many things have changed compared to the traditional learning process. Innovative pedagogy aims to:

Assess skills and attitudes with the student's knowledge

Support learning instead of controlling the class and students.

Encourage students to be self-assessors

Using different tools of assessment not only EXAM

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There are many types of assessment, each has a different aim.
Formative assessment and Summative assessments are two main types for assessing different purposes.
Generally, Summative assessments are used to measure "how much" a student has learned once a unit or course has ended. Formative assessments measure how a student is learning throughout a course of study.

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PBL is one of the most important methods used by teachers.
it is about using complex actual problems to encourage students to purchase concepts and principles instead of directly presenting facts and concepts to students.

As a group, we worked on (Bank of information, The Significance of Research in Solving Real-World Local Problems). we illustrated the problem (the gap between the real-world problem and students' research), and proposed (Bank of information) as a solution to the problem.

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Rubric is defined as a "a scoring guide used to evaluate the quality of students' constructed responses through a set of criteria for grading assignments".
Rubrics are usually presented in table format used by teachers when marking, and by students when planning their work.

There are two types of rubrics Holistic rubrics and Analytic Rubrics.

In Holistic rubrics (Two-dimensional rubrics) the teacher uses a percentage or text-only scoring method, while analytic Rubrics (Two-dimensional rubrics) allow the teacher to assess participants' achievements based on multiple criteria with levels of achievement represents as columns and assessment criteria as rows.

Group Work
As a group, we prepared 2 tables for assessing students portfolio. Based on the rubric, the teacher will assess the sudents based on 5 criterias (consistency, quantity, creativity, diversity of the activities, and development)

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The teacher uses this table for assessing students.

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This table is given to the students to be clear how their portfolio is assessed