Recently, Google Classroom has added the ability to evaluate tasks with rubrics. At the moment, only the teacher can evaluate, but this is already a first step.
The student can consult the rubric before submitting it and, once the teacher has evaluated it, he or she can see this evaluation in the rubric.
Even more recently, Google has added the ability to import rubrics from a spreadsheet. We can then create our bank of rubrics and import them into the task at hand. The problem is in the format that Google uses for this information. In my opinion, it is a terrible format for a heading.
Continue reading “CoRubrics and Google Classroom rubrics”
I often make dynamics with the students to deal with issues of digital competence, especially issues of security, responsibility, image, etc. Last week we played 3rd of ESO and talked about the excessive use of screens. They themselves were aware and, specifically, 75% believed that it would be advisable to reduce the use.
What surprised me most was the answer to the question, “Do you have or have you had any parental control applications installed?”
Continue reading “Let’s talk about smartphone, families, teenagers and school”
A couple of courses ago I decided that during the term I would not give any grades to the students. I had made similar experiences before with specific groups and specific trimesters, but at that time, I decided to implement it in all my subjects and projects. Only at the end of the term would they get the overall grade. Logically, this was the consequence of a much longer process, probably more than 10 years.
There are many sources that indicate that the numerical grades during the learning process are rather detrimental to this learning. The student focuses more on getting good grades than on learning. So I took this option, as there seemed to be sufficiently well-founded scientific evidence.
In this article I will share my experience. As a spoiler, I don’t go back and still don’t give any numerical grades.
Continue reading “Assess without grade: my experience”
Almost a month ago I introduced the CLASS-MON spreadsheet Add-on. I have to admit that it has been better received than I expected. It is currently installed by just over 11000 users (source: G Suite Marketplace). Today I present an update that basically improves two aspects.
Although CLASS-MON is designed more to make students think about the tasks they are doing than to give feedback from the teacher, as the add-on gives the teacher the possibility to evaluate the tasks, I have added the possibility for the teacher to also enter comments.
Simply, in the same cell where you enter the rate of the assignment, you can use the Insert note option, which is displayed with the right mouse button.
For some students, it is also interesting to help them learn to self-regulate their work time in the classroom. Do they use their time? Do they concentrate and work? Do they get lost all the time?
CLASS-MON can also help us in these cases. When the template is created, CLASS-MON now offers the possibility of Activities (which is the template until now) and the possibility of Attitudes has been added.
The template basically differs in the options it offers in the form.
The student evaluates himself/herself with respect to the attitude and work in the classroom. Instead of introducing activities we will introduce sessions. At the end of each session, the student reflects on how he or she has worked and indicates this on the form. The teacher can also evaluate it and in this way the student compares whether his or her perception coincides with that of the teacher.
The experience of using similar tools (follow-up sheets, daily work grids…) in a significant percentage of the students has an important impact, as long as it is limited to a number of specific sessions. If it is taken as a habit, then it ceases to have an effect.
This is the first update, but I’m sure it won’t be the last. I have started to receive feedback from teachers who have started to use it and this provokes new ideas and new functionalities. Little by little I will try to improve the tool.
Today I present the project from my participation in the Google Innovators Academy that took place a year ago in Madrid, ESP18. A very rich experience for me, both for the intensive learning and for the relationships with other innovators. During this year Nay Belaunzarán has accompanied me and tutored the project and I only have words of gratitude for her.
But let’s get down to business. Here’s aadd-on for spreadsheets with a very clear purpose. To help students to self-evaluate in order to learn to self-regulate. It may sound very pretentious and the complement is really very simple.
Continue reading “CLASS-MON, an add-on to encourage self-evaluation and self-regulation of students”