Page 82 - @ccess 3 Teacher´s Book
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Activity 30
                                                                                 • You can use this assessment
                                                                                   earlier in the practice,
                                                                                   deleting the items that are not
                                                                                   appropriate, to avoid spending
                                                                                   too much time on the last
                                                                                   session for assessment.
                                                                                 • Insist your students have
                                                                                   sincerity and honesty when they
                                                                                   are assessing their own skills.
                                                                                   As in other cases, you may
                                                                                   turn this individual assessment
                                                                                   into a peer or whole class
                                                                                   assessment, so as to have
                                                                                   different impressions.
                                                                                 • Check the students’ answers
                                                                                   and, if necessary, offer options
                                                                                   to improve them. For example:
                                                                                   recognize what the problem
                                                                                   is (unable to speculate on the
                                                                                   reasons why the director of the
                                                                                   program chose to represent a
                                                                                   person a certain way, cannot
                                                                                   interpret why a scene is depicted
                                                                                   in a particular way, etc.); offer
                                                                                   solutions (come up with other
                                                                                   possible reactions from the
                                                                                   people in the program, analyze
                                                                                   the details that contribute to
                                                                                   portraying each scene in a
                                                                                   certain way, etc.); and implement
                                                                                   them.
              Activity 31
              • Interviews might have errors and there might be mishaps when preparing them. However, emphasize the
               qualitative aspect rather than setting strict benchmarks for every item. Ranges for each item may vary
               even between two groups in the same grade with the same teacher, so try to focus on the overall situation.
              • Remember you may use other formats and other assessment items from other practices that can be
               adapted for this product so as to have a better picture. If there are many items, earlier assessments can
               also be used.

              Activity 32
              • As we have stated elsewhere, for editorial reasons we don’t include assessment instruments for each
               phase, but you may adapt the existing instruments for use just like the beginning of the practice, as many
               times as necessary during the building stage and finally at the end of the closure stage. Remember it
               is important not to leave assessment until the end of the practice. As they say, hindsight is 20/20. It is
               important to use assessment proactively rather than reactively.
              • In order to use assessment proactively, it is important to end assessment without grading negatively but
               rather by telling the student what can be done so the situation improves from now on.
              • Remember, you may add or delete as many items in each chart as you need. However, remember that less
               is more, so it is more important to have good questions than to ask for every single detail.




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