14/10/2021 Our assessment. Titanic Proyect

1.       1. Description of the class

In this class we worked in groups in order to design an specific assessment with different points of view, so we used the topic record keeping and reporting with the Titanic pack material.

2.     2.  Describe what you learn in the class

In this activity I have known to use different types of evaluations with the aim of motivating students in theirs learning process. For that reason, we designed a teacher evaluation that is based on observation, a coevaluation in which the classmates have to evaluate others by filling in some questions, and a selfevaluation in which the student must value his/her own work.

3.      3.  Opinion about the class

I consider that this work is very useful for a future teacher because this allow us to use more evaluation techniques with the aim of being innovative and moving away from traditional methods.

20/10/2021 

1.      1. Description of the class

We exposed our evaluation designed, so we explained three diffrent types of assessment: an analytic rubric, coevaluation and a self-evaluation.

2.      2. Describe what you learn in the class

We leraned that there are different ways to evaluate students in order to motivate surpassing themselves and promote their learning process.

3.      3. Opinion about the class

I consider that it was an intesresting class because we could learn more ideas about how assess children, for example using a Kahoot, classdojo, drawings or rubrics.

21/10/2021 

1.       1. Description of the class

Our partners exposed their activities and evaluations designed. They approached the student assessment system from different perspectives and some made use of applications, such as Kahoot and Google surveys,  in order to evaluate students in the most original way.

2.       2. Describe what you learn in the class

I learned that it is important to know the level of the class and the different types of evaluations to be able to adapt it to the students in the most appropriate way. For example, it is required to know that it is evaluated on an observation scale, in a rubric, how to be able to approach self-evaluation and co-evaluation, in a practical way for the classroom.

3.       3. Opinion about the class

I believe that seeing the work of others is a good method to learn from mistakes and welcome a clearer view of the different types of evaluations, knowing their advantages and disadvantages.

Our Proyect. Group. The Blondes

Activity designed. students have to record their speaking activity in groups of four. Then, they will have to answer the questions below the pictures.

Course for this activity. 5th Primary Education

Teacher Rubric

Description.  Teacher has to evaluate students according to the following descriptors.

	4.Perfect	3. Very good	2. Good	1.Needs work
Contents	The student treats the content appropriately. He/She is creative when it comes to addressing the subject. In addition, it provides what it expresses with great fluidity.	The student treats the content appropriately. He/She expresses to his or her classmates quite well, bringing fluidity to the content.	The student treats the content appropriately. Content is expressed and addressed well; although it is necessary to work a little more fluency.	The student does not adequately address the content by understanding the issues. You need to work on fluency.
Vocabulary	The student uses appropriate vocabulary. He/She is really creative, since the employment of a very rich and varied vocabulary. Connectors are addressed, bringing fluidity to the topic.	The student uses appropriate vocabulary. He/She employs a variety of vocabulary related to the topic. Connectors are addressed, bringing fluidity to the topic.	The student uses appropriate vocabulary. He/She employs enough vocabulary related to the topic. Connectors are addressed, although  it is necessary to work a little more fluency.	The student  does not use appropriate vocabulary. He/She employs vocabulary that is not related to the topic. The student hardly uses connectors so it hinders fluency.
Full sentences	The sentences are rich in content, with a perfect placement of the grammatical structures. He/she uses idioms in a very natural way	The sentences are rich in content, with a perfect placement of the grammatical structures.	The sentences are constructed properly, although it is necessary to use more adverbs and adjectives that provide richness in the speaking.	The sentences are not constructed properly and the structure that students use is poor.
Speak clearly (Pronunciation)	The student pronounces properly, correctly differentiating the plurals from the singulars and the past from the present.	The student pronounces quite properly. He or She tries to differentiate plurals from singulars and the past from the present.	The student quite pronounces. He or She sometimes tries to differentiate plurals from singulars and the past from the present.	The student does not pronounce properly. He or She does not differentiate plurals from singulars and the past from the present.
Time limit	The student speaks at all times with great fluency around 3 min (the maximum time set).	The student speaks at all times with great fluency around 2 or 1,5 min.	The student speaks around 1 min.	The student speaks less than 1 min.
Observations

Coevaluation

Description. When all students finish the speaking, each one of them has to evaluate the rest of the group through a file with different questions. Here is an example of that file. 

Self-evaluation

Description. The students have to paint with a specific color the different parts of the rubric. 

• Red: If they are not identified with the item. 

• Yellow: If they are not totally identified with the item. 

• Green: If they are totally identified with the item.