Page 110 - @ccess 3 Teacher´s Book

Activity 31
• Check the students’ answers
and, if necessary, offer options
to improve them. For example:
recognize what the problem is
(unable to write an introduction
that successfully classifies and/
or generalizes information
essential to the subject, cannot
organize information into
paragraphs that link cohesively
in a logical order, etc.); offer
solutions (model strategies such
as: summarize the information
presented, put the events in
an ordered sequence, use
connectives that organize the
text, etc.); implement them.
• As you see, individual
assessment is quite short,
since most of the activities are
carried out in a collaborative
way. This also strives to create
an atmosphere in which your
students recognize that they
are not working just
for themselves, but are
also giving their best so the
whole group progresses
towards proficiency in English.
Activity 32
• Remind your students to be
fair in their assessments and
sincerely comment on where things went right, and which things were not achieved. Trying to always
act as if everything were perfect can be discouraging, disorienting and is prone to causing rifts. On the
other hand, they should not go overboard and be mean to each other. This kind of feedback calls for
both sincerity and sensitivity.
Activity 33
• When assessing the product, we focus on qualitative aspects rather than quantitative aspects. However, one
may ask if there really is objectivity in this way of assessing. Merely making a quantitative scale does not
make an assessment objective. For instance, let’s say we decide 150 words is too short a report and will be
given a grade of 6. That means 170 words is still short, but a bit better, so it deserves a 7.5.

Activity 34
• Assessment should not be done in a hurry. Although, for editorial reasons, you find these charts at the end
of the practice, they can be used earlier so that you don’t have to pay so much attention to the calendar and
the clock. However, it is always better to have feedback done in the classroom than to leave it for homework.
Assessment should also give tools to understand what can be done to improve. Otherwise, it just becomes an
activity about the past. Assessment should aim for the future, both in the short term and in the middle term.

• Make sure your students offer feedback to improve the performance of all their classmates.

Teacher’s Book / Practice 6 109