Nisam koristio ove alate, ali smatram ih vrlo dobrim, mislim da bih mogao raditi za mene i moje učenike. 

So I tend to evaluate the product, the presentation at the end more formally. One of the rubrics I use or adapt is this one or another one I found online. 

I think that involving students in the elaboration of such rubrics and checklists is a very interesting idea and I intend to try it. I have never done that before but I can see, from all I've learnt in this MOOC that it is going to be an interesting and valuable experience. I'm sure students will come up with interesting ideas.

All sts (and parents) are aware of the assessment criteria as soon as the school year starts, and this is valid for every subject / year / level as they are available online. However, whenever there are different activities, a project or a task that doesn’t fit in those criteria, I create (or adapt) rubrics and checklists. Indeed, for a class blog in which 20 sts were co-authors, I created a rubric for assessing individual blog entries, which also included comments, and the collaborative work each generated; for PBL with 7^th graders (12/13 yr-old-sts) I created a checklist as well as a rubric. I always made it clear that their use of ICT would be taken into account as, for instance, in a blog post, the integration of different media would surely enrich their entry and attract more readers / viewers. Furthermore, this would showcase their proficiency concerning 21^st Century skills and safety guidelines. Therefore, as the Italian colleague mentions, both the process and the product, at an individual and group level, would be evaluated.

As much as I would like to discuss everything with sts for all the possible reasons, let’s be honest: time is scarce and the younger the sts, the more they tend to get distracted. Therefore, rubrics and checklists are mostly presented before being shared online; in case there are questions or disagreements, then yes, we’ll go through it together.

The sts’ feedback on the implementation of rubrics and checklists is very positive as they feel that they are doing something different, often based on their own interests, and treading through familiar ground with no surprises.

I have already constructed headings or checklists.

Checklists for high school students are built with them. That is, in the proposal of the work the evaluation instruments are built together with the students and always integrating their proposals. The process is negotiated and students always make a self-assessment at the end of the assignment. Usually collaborative work culminates in a presentation of the final product to your classmates or other classmates from other classes.

I also usually do a questionnaire, in the form of Google, for the students to evaluate the work in the general aspects and their expectations regarding the results.

Something that I also establish at the beginning is that at the end of the project, I give my evaluation and only then do the students do their self-assessment. This self-assessment is a group and must be done so that the group average is approximately equal to my assessment.  

In my school, we use defined parameters to evaluate all kind of work (individual, collaborative, group, …).

I always use self and peer assessment to engage them.

I have never used the rubrics as the ones shown in the video. However, my students are used to doing self-assessment, whether it’s about individual or group work. As for collaborative work, students assess their peers bearing in mind the following list of rubrics: 1- listening to and  accepting different ideas/opinions; 2- Cooperation, sharing, collaboration; 3 – Engaging in the activities; 4 – Critical thinking; 5 – Creativity.

I started using rubrics in a rather informal way but when I figured how important they could be in simplifying my work and the students’ work I started improving them and made them more formal. Recently, I’ve been dwelling a lot on their structure and I have been working in an in-between solution. I use formal rubrics for evaluation (oral evaluation mainly) and a kind of pop-up rubric for collaborative work or formative assessment. This is what I mean: 

·       In a collaborative project (and others) at the beginning of the class I build a simple chart on the board;

·       Write the names of the groups in the rows;

·       Write simple criteria (4-6 items) in the columns;

·       Help the students use the rubric as checklist, self-assessment and peer-assessment chart and as my own assessment notes and feedback.

Students fill it as checklist during class, comment on it at the end of the class while assessing themselves and peers, listen to my suggestions and receive instant feedback. If I feel this rubric didn’t address something important that a specific class brings to my mind, I improve it for next class. 

I usually do it on the board because kids love going to the board and ticking the boxes, then I take a picture with my cellphone. Now I’m thinking of doing it on the computer to save me some time.

I always discuss the criteria with the students but have never had them help me out in building them… I must add that to my to do list! 😊 

Here is one example of a pop-up rubric:     

Yes…before starting the activity of production a video we (the entire class) discussed about what was important to assess and the results where fabulous since other teachers assessed as well with the same criteria. 

They are for the summative evaluation of the following tests:

These shared rubrics guarantees transparency and equality of evaluation among the different classes. They help us very much.

I usually use rubrics to assess collaborative work and sometimes I made them with my students (the oldest ones). They always know how the assessment will be. And this make students work better. 

At the end of an activity the assessment is made by the group and all the class, usually talking with each other or completing a checklists and I talk and the end to resume all the opinions and achieve to a conclusion. 

 

I have experienced the RubiStar website to build assessment rubics. This website is really user-friendly and I have enjoyed adapting existing rubrics to my own needs.I'm going to share one of them in the dedicated Padlet. 

The idea of involving students in the process of the construction of these evaluation tools seems very pertinent. I normally discuss the evaluation process with my students but I don’t think I have actually involved them in the creation of these evaluation tools. I will definitely consider doing this in the future because I think that if students are involved, they will be more aware of what is expected from them and will be more self reflexive and improve the way they are working.

I use the rubrics to evaluate students during the project. In other situations, I do not use rubrics, but I use some methods of student self-reflexion: we talk about their work and what they have learned.

This information is given to the students, so that they understand the assessment process well.

I did not involve the students in the design of the rubrics and checklists.

I will be willing to try it in the future!

 

I usually look for the existing rubrics in the teacher’s docs on the book project and then I adapt them to my own needs and relate them to the tasks and activities, making them objective and simple to use.

I think that rubrics are very helpful, especially if they are as checklists so they can be used for any kind of assessment like speaking interaction, oral presentations, written activities, reading out loud and even in self evaluation. 

The evaluation of the group work is a challenge for the teacher because it implies, as Elena Pezzi affirms, not only the evaluation of the product, but an evaluation of the process. Observing the work of all groups and all students within the various groups is not an easy task for the teacher, so the self-evaluation of the students is very useful and helps to have a more complete perspective of the performances. 

I use checklists and self-assessment grids because I think it is very important that the student reflects on their own work and their contribution to the work of the group. They help me to understand the degree of student involvement in tasks. 

In some situations, I ask the groups to elaborate some questions about the subject that was worked on, and then I put together in a formative form that the class performs. 

I have also adapted my former attitude checklist to the new Autonomia e Flexibilização Curricular Mindset, but I am still experimenting it. At present, I am trying to organize a checklist to assess collaborative work (mainly the process). I was doing it by myself, but after this course, I think I will discuss them with my students.

1. Evaluation Criteria for the Speaking Skills
2. Evaluation Criteria for the Writing Skills
3. Guidelines English Skills
4. Attitude Evaluation grid

 If I want to assess the content or the product I use other resources like grids. Sometimes I just use checklists for self and peer assessment. 

For the last project work I used for the first time Rubrics. First I looked to different examples and later on I decided to elaborate my own. Then, I asked the collaboration of the students and it was a really interesting and useful activity and rubric. Along the process it was seen as a guide and at the end they did a good self and peer assessment: they were fair and responsible.

For each practical work, I prepare a different observational grid, according to the project and the activities required.

These are very useful and simple tools with the following criteria: 

Yes, No, Not applied. 

However, creating these grids with the students is not an easy nor even practical task according to me for they aren’t used to this at all.

As I have said before, I use these grids to verify the progress in their learning process, in practical activities and the students get this feedback during the whole process.

 The truth is that I already used them before the course, but for me they were just evaluation grids, which helped me to be fair with students. 

 I usually use rubrics to evaluate students especially on individual work, for example in writing activities; in oral presentation or in collaborative work to evaluate the final product.  I have never used them to evaluate the process of the collaborative learning. I normally talk with them on an informal way to assess how the group work went or what we should improve next time. I ask my students to reflect. I think in a next project I will try to construct a rubric with my student, because I believe they will more involved in the evaluation and know exactly how they will be evaluated according to what they had done. It’s important to involve students in the whole process of collaborative learning and made them responsible for their actions and for the final product.

However, now I see there are challenges in group assessment. I am definitely going to implement some of the ideas.

I have used rurbrics before when teaching about cultures and differences between two cultures, but they were also used as guidelines in the process of evaluation. 

I have never used them in this context to evaluate the process of the collaborative work.  

The use of checklists for individual and peer assessment also contributes to the regulation of the group’s work throughout the learning process. 

I usually use rubrics when assessing the final product of group work, mainly students’ oral presentations. Students also do peer assessment based on the same rubrics. These rubrics are used by all the teachers of the English Department of my school. The same happens with written production activities. 

When I do group work, I also evaluate the students’ attitudes like commitment, responsibility, perseverance, collaboration and respect for others. The scale goes from “very good”, "good", "fair", and "weak". I usually write these criteria on the board and students have to refer to them when doing individual and peer assessment.
Now, I realize that I must be more precise when defining the different criteria, graduation and descriptors  when assessing collaborative work.

I think it is important to establish these rubrics (criteria and descriptors) for collaborative work, with the students, to get them more engaged in their self-assessment as well as in peer assessment. This can improve students’ performance, as they have a clear perception of what they and their peers are expected to do.

Then I assess each student’s presentation in terms of Fluency/Pronunciation/Grammar/Vocabulary/Interaction and Time of Speaking.

When I have time (depending on the number of lessons per week we have) I give each student a rubric in which they must assess their partner’s work in the task. They have to do it individually and the other members won’t know how their colleagues are assessing them. In the end I tell them their final scores and this gives me a pretty accurate and clear idea of who got to work more or less within a group. 

I have never used checklists to assess collaborative work, but I think it’s useful. 

In my opinion, reflection during work / collaborative process and student performance should be constant. In fact, this systematic and formative evaluation exercise (through grids and checklists) creates more and better conditions for collecting data about the process itself and for dialogue among all the participants.

These evaluation resources should be presented at the beginning of the project and discussed with the students. Thus, they not only have an orientation towards the work in question but are also aware of the objectives to be achieved, what they should develop throughout the process and what is expected of the final product.

This type of evaluation should be developed in three dimensions, that is, by the teacher, the group and each of the students, as well as in different phases, that is, during the process and at the end of the project.

I usually assess collaborative work – the final product as a whole and each student of the team individually. The assessment criteria are: contribution, autonomy, creativity and use of the English language. 

This year in my school, the teachers of English use the following grid. 

My experience is that it´s difficult to decide what points are going to be evaluated, how they are going to be evaluated and it is also difficult to decide the final mark. I have sometimes change my rubric because the final mark I obtained was not the final mark the student deserved. It´s complicated. 

I usually use rubrics if I want to assess students’ individual performance (written or speaking work).

When I design group work tasks, rubrics help me give feedback to students. It’s easier for them to understand their grades. I tend to use very simple rubrics as we usually have a lot students in class.

Sometimes I create my own for very specific tasks with my classes. Sometimes I use the rubrics my fellow teachers created within the department.

I am even considering using rubrics to assess our collaborative work as teachers within our Language Department.

I've already used checklists for collaborative work assessment. 

Sometimes I build the lists with colleagues, other times I build mine and I also build them with the students.

I consider these checklists to be a way of gathering information to improve students ' learning, as the teacher gives the return/information of learning to students, and a way for students to reflect and improve their performance, their skills and their task.

Sometimes when I do study, I prefer to use a passport where the groups have tasks to perform and receive points for each task performed successfully.

When organizing a study visit with my students, I prefer to use a passport where each group has access to the activities / tasks they will have to complete during the study visit.Some activities are academic and related to the subjects that led to the study visit, but others are related to the resolution of puzzles or problems or reflections about a certain concept or subject.

In all the requested activities, transversal competences are systematically required.
- the ability to communicate within and outside the group (question asked the person in charge of the museum we are visiting, or the actor who was on the scene, or a merchant to whom we ask for something ...)

- the ability to comply with the rules and regulations

- the responsibility and autonomy to comply with what was asked of them

- the cohesion of the group and the mutual aid so that everything runs in the best way

in the end I always have an unexpected activity that allows you to break the groups. this activity is often related to how the group solved a difficulty encountered or solved a problem

A self-assessment and a self-assessment form will confirm that the study visit has met the initial objective(s).

The aspects I most value are very similar to those referred to by Ellena – I watch them while they are working and I assess the process - the dynamic of the group, the contributions of each member to the work, the interactions and then I assess the final product. In the end there is usually an oral presentation which also provides an opportunity to individual and group assessment. 

I am a big fan of self and peer assessment, so I usually use them, not only in the end of term assessment, but also in group work and even in simple activities like reading sessions – it usually helps students to focus their attention, as they are asked to play the teacher’s role.

I construct this perception through the experience of looking for fairer and more objective ways of observing the effective work of students in class and their learning process. 

 

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).

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.

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.