Page 82 - @ccess 3 Teacher´s Book

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.

Teacher’s Book / Practice 4 81