1.     Presentation content - how much of the plot, character analysis, and relevant themes of the book were covered (maximum score: 20 points)

2.     Organization and clarity of presentation - organization of main points, structure of speech, clarity and cohesion of ideas presented (maximum score: 20 points)

3.     Originality and creativity - originality and creativity in the presentation, such as the use of images, videos, excerpts from the book etc. (maximum score: 10 points)

4.     Communication skills - the presenter’s communication skills, whether they were able to convey ideas clearly and effectively (maximum score: 15 points)

5.     Knowledge of the book - the depth of knowledge of the book demonstrated in the presentation (maximum score: 15 points)

6.     Time management - the presenters’ ability to manage their time properly, not exceeding the time limit established for the presentation (maximum score: 10 points)

7.     Responses to questions - whether they were able to adequately answer questions asked by the audience or teacher (maximum score: 10 points)

Based on each of these items, an Evaluation Scale can be created with different levels of scoring for each item, in order to allow for a fair and comprehensive evaluation of the quality of the presentation.

 

 

 

After reading the documents provided and exchanging ideas about the topic, our group has come to the conclusion that good feedback: 

§  involves students as agents in the learning process  

§  engages students in the reflection of the learning process 

§  makes students aware of where they stand in the process of learning and of what they need to do to improve 

§  allows students to enhance their learning path guided and supervised by feedback providers (teachers) 

§  allows students to construct learning and to monitor their performance based on feedback given 

§  focuses on the learner’s needs 

§  is based on evidence 

§  fosters self-regulation 

§  puts learners as feedback seekers and feedback providers 

§  focuses on improvement strategies 

§  is the result of clear assessment criteria and of learner’s and teachers’ engagement in the learning process  

§  involves peers’ feedback 

 

As far as sustainable assessment is concerned, learners have a “say” on feedback, that is, they drive learning and generate their own feedback, as suggested by Boud & Molloy (2013, p. 1) “This positions learners as having a key role in driving learning, and thus generating and soliciting their own feedback”. 

Feedback, which should focus on the learner’s needs and not on the teacher’s capacities, is only good feedback if judged on identifiable impact on learning, that it, on evidence. 

To be effective the feedback must be present since the planning moment, all the agents of the process (students, teachers, staff, parents) should be aware that at a specific point of the learning process feedback will be there, either in a formal or informal way.  

According to the Portuguese Project “MAIA”  feedback (either in formative as in summative assessment) should be considered on its three dimensions: feed up, feedback and feed forward to reach the objective of improve students’ success. In this context feed up is presented as a clarification of the learning goals, as well as the criteria (rubrics) that will guide and regulate students and teachers’ expectations and work. This process will be a challenge for both, but it will also build a trustful relation between them.  

The feedback is the most common way of regulation used, and should be reflected on the students’ progress, as it provides a regular set of actions that will lead to the desired goals.  

The feed forward allows, mostly teachers, to rethink, reorganize, their teaching strategies (as it is seen because of the collected information from the feedback) promoting this way more conscientious and accurate changings.  

 

 

 

Creation of a collective blog on a topic of common interest for high school students

 

In this scenario, students can:

• Search for relevant and reliable information on the chosen topic, using different sources and digital tools;

• Produce original and creative content, using different digital formats and languages, such as text, image, audio and video;

• Publish the contents on the blog, following the rules of intellectual property and citation of sources, and respecting the copyright and privacy of those involved;

• Interact with blog readers by responding to comments, moderating discussions, and accepting constructive criticism;

• Evaluate the blog's impact on the school community and society in general, using indicators such as the number of visits, comments, shares and positive or negative feedback.