TASK 10 - Evaluating to learn

Star (Carmen)

This will be the last task of our blog, which is related to the evaluative aspect that every good teacher must take into account, since not only did we have to create an evaluation rubric to grade the work of others, but we were also evaluated by the rest of the groups and received feedback. As a star, I had to present our work to the group Wild cats, ICTeachers and Tinkiwinkis, just as they also explained their rubrics.

OUR RUBRIC:

Translator (Rosalía)

5 important concepts of this task, essential to carry it out, are the following:

Rubric: It is a composition in which some rules or instructions are established with the aim of apply it to anything. In this case, we used it to evaluate a type of role. So, thanks to it, we have been able to do it in an easier and better organized way than just writing down random aspects to assess. 

Transversal competence: We can define it as those abilities related to personal development that are present in every sector of the academic and professional activities, not only in one dedicated to a specific topic. This way, the learning process is much more effective because we collect previous knowledge to use it in other areas.

Role: It refers to the mission that someone has to carry out within a specific context. For this task, we had to be very clear about the importance of having a role and what its functions are in order to know how to evaluate them.

Evaluation: There are 3 types of evaluation, that is, to assess the knowledge or/and the work of a student. The diagnostic one, at the beggining, the formative, during the course, and the summative, at the end. In our task, we used a summative style because we marked the analyst role when this role was finished and we weren´t aware of the evaluation we would have to carry out at the beggining of the course or during every week.

Reflection: In this case, it refers to the text that the analyst has to write about how the activity went and some of its most important aspects. It may seem obvious, but in order to evaluate it we had to reread the document of its role and its aim when writing the reflection, because there was still confusion inside the group about how to write a good reflection. And, if it is not clear what is being evaluated, it is impossible to do it correctly.

Facilitator (Lucía) 

In this task my function has been small, but I tried to help my classmates so that they understood how to do the rubric. Above all, in this activity I had to make it easier for Rosalía that she encountered covid and explain her homework in more detail so that she could do it from home.

Analyst (marta)

In this last task, each group had to evaluate a role, we have carried out the role of analyst. We had to create a rubric where we could express the functions of this role and what would be the appropriate ways to evaluate it. Between all of us, we agreed to decide which criteria were the best. This task has served us all as an example of how to use the role of analyst in the best way.

Then, we have to upload the rubric to padlet, so in this way is easier for averyone to se all the rubrics from our classmates. So, on wednesday, we will meet the others groups to have other point of view of what have them considered important when evaluating a rol. This will help all of us to see what others feel important about other roles and to be aware of different points of view.

Journalist

First, Linda gave us the role of the analyst to be evaluated through a rubric inside our group. And then, we joined with the other group that had also the same role to share our evaluation systems and aspects to get a more complete rubric.

Then, we had to join again with another different group made up of people with different roles. Here, our star, Carmen, was explaining our rubric of the tole to the rest, and the others did the same with their roles, so that we can all know the evaluations of the different roles.

Evaluation Group 1:

• Reflection is good because they have reflected all the aspects of the task, and it is clear what they have learned and they have to improve but they should do it more written, not in parts.

• Auto Critical Thinking is good, because on reflection we can see that they themselves know what they have to improve, and they also know what they have to continue to maintain.

• Use of language is good because they use correct expressions and with some difficulty. Which shows that they have made an effort and cared to show dominance. 

• Feedback is poor because they do not evaluate the effort of their peers, nor the work of others.

Evaluation Group 2 

Reflection: Excellent (4/4). 

• I rated this ‘excellent’ because the group's analyst did a great job reflecting on their week through the blog. The analyst wrote about how the group came across a few problems during the week, but they finished their comic nonetheless. They also included how dealing with the problems they came across that week will help them later in life as future teachers. 

Auto critical thinking: Excellent (4/4).

• I rated this ‘excellent’ because the group’s analyst used a lot of autocrítical language/thinking in the blog’s post. They wrote about how even though they came across a problem “it is better to talk about things rather than waiting until they explode”, showing that they looked back on the way they handled the situation after the fact, and took note that they believed it was the best thing to do for the group. 

Use of language: Good (¾). 

• I rated this ‘good’ because the analyst used correct grammar and expressions, and I didn’t notice any spelling mistakes, however, I think they could have used more complex vocabulary or expressions. 

Feedback: Good (¾).

• I rated this ‘good’ because the analyst did give feedback to the other group’s presentations/comics, however, all of the feedback was positive. The analyst mentioned which comics were the clearest or the most difficult, but they did not mention how the other groups could have improved in their comics. 

Evaluation Group 3:

• Reflection is excellent because it focuses on all aspects of the task, that is, it reflects on what is good, bad, improvable and the best and worst moments. The analyst did a great job, the only thing that I miss a little is to talk a little more about the task as such, that is, how the comic task could be effective for a teacher.
• Autocritical thinking is good since it’s well done but maybe not as objective as it should be, however, I liked it because it’s clear that they are very aware of everything. 
• Use of language is ok due to the fact that she used an easy or simple vocabulary with a few mistakes, however, the message is very well understood. 
• Feedback is poor because we miss the evaluation of the peers.

Curator: Rileigh



Firstly, our group used Aula Virtual to view the task. Next, we decided to use Google Docs to create a rough draft of possible ideas for our final rubric. Once we had everything in place, we moved the information into Google Sheets and shared it to the Padlet. Finally, We used Blogger to view our classmates Blogs to evaluate and give feedback.