This course we have begun to use in a habitual way and more or less systematic the single-point rubrics. I speak in the plural because it is not only my own thing, but also that of the teachers of my school who work on projects in the 4th year of ESO.
For those of you who do not know single-point rubrics (here the link from where I knew them), they are nothing more than usual analytical rubrics, where only the expert level is indicated and, instead of evaluating by selecting a level, it is necessary to write down which points of each aspect must be improved to become an expert and which points are already correct. In the link you can see different models.
Next, one of the ones we use to evaluate the students’ portfolio.
Continue reading “Single-point rubric: Automate sharing with students”
Google Drive has a few hidden tricks. Some of them I use without knowing too much who told me or where I read it. And one of them is to allow copies of a form without anyone being able to edit our original form.
Continue reading “Allow copies of forms (documents and presentations)”
Last September, the group of moderators of the GEG Spain community (I am lucky enough to be a part) created a resource bank to order all the material created at community meetings and to add other resources that could be useful to the community.
The idea was easy. To be able to easily access presentations, video and other resources. But we thought it necessary to add a social layer, so that the resources could be valued and comments left.
Continue reading “How to create a bank of resources?”
Many people still believe that evaluating with rubrics is formative evaluation and, in many cases, it is not. A rubric, in fact, provides clear criteria when evaluating a task. Now, this can be done so that the student detects his mistakes and his strong points and reflects on his learning (formative evaluation) or it can be done simply mechanically to grade tasks (summative or certifying evaluation).
I do not renounce either of the two, whether for formative evaluation or for summative evaluation, using rubrics is always positive. The student knows the criteria that will be used to evaluate a task. And that is always positive.
Now, since we use the rubrics, let’s use them making formative evaluation, that there are a thousand studies that show that it is one of the measures that most improves the learning of the students. And what exactly does it mean to make formative evaluation with rubrics?
Continue reading “Rubrics and formative evaluation”
Organize by Nick Youngson CC BY-SA 3.0 Alpha Stock Images
I find more and more consultations from centers that want to start working on projects but don’t know how to start. On a methodological level they start to get smart. More and more teachers have taken some courses and there are already many centres with more or less trained and sometimes even experienced people. But from there to introducing project work at school level there is an other step. Often the difficulties encountered are organisational. How do we organise the center so that project work is constantly present and involves the whole faculty?
In this article I explain some forms of organisation that I have known (practically all of them I have put into practice) and the advantages and disadvantages that I find in each one.
Continue reading “Organise a center by projects”