Page 30 - @ccess 2 Teacher´s Book

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.

Teacher’s Book / Practice 1 29