THE END OF THE JOURNEY
If we search online we can find a lot of interesting documents, videos and materials that have been shared by teachers and which can help us develop better tasks. I have found this video about scientific skills and language learning which can explain how the students skills are enhanced by making something " useful" and by getting the learners to work together.
The journey has almost ended.
We have achieved great objectives and we have learnt how to work on PBL!!
Week 4 was the final one and I only had to think about evaluation and assessment. I had alredy worked on most of the steps of my project by following the framework provided by the tutors. My third week''s task got a positive assessment and the idea I had in mind was thought to be ok.
During week 4 we worked on
rubrics and we could see great webinar online where a group of teachers shared their ideas and tools. I could learn more about
SKYPE which can be used for getting the students to work and interview or get in contact with others, students from other schools or maybe interviewing an important writer. The teachers in the MOOC shared their learning diaries and tasks and Twitter was a great tool for getting connected with the participants in the MOOC.
Rubrics
"A
rubric is typically an evaluation tool or set of guidelines used to promote the consistent application of learning expectations,
learning objectives, or
learning standards in
the classroom, or to measure their attainment against a consistent set
of criteria. In instructional settings, rubrics clearly define academic
expectations for students and help to ensure consistency in the
evaluation of academic work from student to student, assignment to
assignment, or course to course. Rubrics are also used as scoring
instruments to determine grades or the degree to which learning
standards have been demonstrated or attained by students.
In courses, rubrics may be provided and explained to students before
they begin an assignment to ensure that learning expectations have been
clearly communicated to and understood by students, and, by extension,
parents or other adults involved in supporting a student’s education.
Rubrics may take many forms, but they typically include the following
information:
- The educational purpose of an assignment, the rationale behind it, or how it connects to larger concepts or themes in a course.
- The specific criteria or learning objectives that students must show
proficiency in to successfully complete an assignment or meet expected
standards. An oral-presentation rubric, for example, will establish the
criteria—e.g., speak clearly, make eye contact, or include a description
of the main characters, setting, and plot—on which students will be
graded.
- The specific quality standards the teacher will use when evaluating,
scoring, or grading an assignment. For example, if the teacher is
grading an assignment on a scale of 1 to 4, the rubric may detail what
students need to do or demonstrate to earn a 1, 2, 3, or 4. Other
rubrics will use descriptive language—does not meet, partially meets, meets, or exceeds the standard, for example—instead of a numerical score.
Rubrics are generally designed to be simple, explicit, and easily
understood. Rubrics may help students see connections between learning
(what will be taught) and
assessment
(what will be evaluated) by making the feedback they receive from
teachers clearer, more detailed, and more useful in terms of identifying
and communicating what students have learned or what they may still
need to learn. "
from
http://edglossary.org/rubric/
Why is it important to learn how to assess a project ?
It is important to learn how to assess a project: this will help us develop or change some parts of our tasks. Here is the rubric which has been suggested for us when assessing the others' tasks:
THANKS A LOT TO THE TUTORS!! IT WAS A GREAT JOURNEY!!
