Page 30 - @ccess 2 Teacher´s Book
P. 30

Activity 36
                                                                                 • This approach is not contrary
                                                                                   to summative assessment,
                                                                                   which gauges your students’
                                                                                   performance and assigns
                                                                                   a numerical value to said
                                                                                   performance. However, since
                                                                                   a competence is complex,
                                                                                   summative instruments would
                                                                                   need to be multilayered, so they
                                                                                   could give a picture of the whole
                                                                                   array of aspects involved when
                                                                                   interacting with a text. Moreover,
                                                                                   summative assessment can
                                                                                   poorly assess attitudinal and
                                                                                   metacognitive knowledge (how
                                                                                   to measure whether someone’s
                                                                                   attitude deserves an 8 or a 7
                                                                                   is almost impossible to do).
                                                                                   That’s the reason for leaving
                                                                                   summative assessment aside.


                                                                                 Activity 37
                                                                                 • You can add intermediate
                                                                                   levels of assessment in each
                                                                                   of these instruments. However,
                                                                                   be careful because there
                                                                                   must be an even number of
                                                                                   categories (for example, here we
                                                                                   use four), because if there is an
                                                                                   odd number (let’s say, three or
                                                                                   five), there is a tendency to put
                                                                                   assessment right in the middle.
              Activity 38
              • Assessment instruments are interconnected. This is a good point to check students’ work from the
               beginning, for example, by going back to Activity 3 and checking whether they did everything in order,
               or whether they skipped steps because they were already good at them, or if any activity went on longer
               than expected

              Activity 39
              • Remember the number of lines can be changed to correspond to the number of members in each team.
               We suggest small teams (4-5) for almost every practice, but it’s completely up to you, since your students
               may want to work with their close friends even if it is necessary to create bigger groups.
              • This being said, you must strive throughout the year to form different teams. Your students need to develop
               the capacity to interact with a wide array of people, not only their close friends.












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