EVALUATION

 Evaluation

As we deliver the information during the learning situation, we will assist the students providing information as they require it, contributing to an interactive process between students and tutor. The information will help to make changes in the learning environment and will help them to improve their learning, researching and studying habits.

To evaluate the competences of this learning situation we are going to use different evaluation techniques and instruments. The evaluation will be summative all along the didactic learning situation, but also formative, as we are going to conclude the evaluation with a normative exam  which students will complete in their computers or tablets; also criterial and hetero evaluation. It will be carried out by direct systematic observation, task analysis and rubric evaluation, using each type’s assigned instrument detailed below.

According to the evaluation agent we will use hetero evaluation, as we are going to take care of the creation and correction of the different evaluation instruments.

According to when the evaluation is carried out we will use continuous evaluation, paying attention to the whole teaching-learning process, from the very beginning to the end. 

Finally, according to its aim, we have chosen criteria evaluation, as we are going to compare students´ progress with a previously stated criterion.

 

- Direct systematic observation (technique); it's about observing students´behavior, it´s evaluated with a control or collating list, a planned observational procedure which evaluates the student. The teacher just will have to answer yes or no to these affirmations about their actitudes.   

DIVIDUAL CARD MODEL (discipline related)
Name:	Yes	No
Pays attention in class
Respects peers
Participates in class
Contributes to tasks
Does classwork/homework
Takes care of materials
Brings materials assigned for each class
Follows teacher’s instructions
Works during work time
Does not disturb during class

Maximum mark: 10/10

 

- Task analysis (technique); the 3D model will be corrected through a rubric evaluation.

 

- Rubric evaluation (instrument); They are composed by a list of requirements expected to be achieved by students during a certain activity. It evaluates the quality of the delivered work in a qualitative/quantitative manner. We will be using an analytical rubric that will register the degree in which each student performs in the fields previously arranged  with the students. 

1	2	3	4	Calification
Introduction	Students generates properly a summary as a topic introduction   1 points	Students generate a summary as a topic introduction with some mistakes. 0,75 points	Students generate a summary as a topic introduction with many mistakes. 0,25 points	The information is not exposed in a general and summarized way 0 points	up to 1 point
Information gathering	Information is gathered from class notes and external and contrasted sources 2 points	Information is gathered through external and contrasted sources and some notes of their class notes. 1,5 points	Information is gathered through external (non contrasted) sources and some notes of their class notes. 1 point	Information is gathered through external (non contrasted) sources    (lack of class notes) 0 points	up to 2 points
Structure (Exposition)	The presentation is well structured 1 point	The presentation is well structured for the most part 0,75 points	The presentation lack some structure 0,25 points	The presentation is not structured at all 0 points	up to 1 point
Participation (Exposition)	Everyone in the group gets to talk and explain their assigned point 1,5 points	students work well together overall but there's some difficulties 1 points	students have various difficulties working together and presenting the information. 0,75 points	Students haven’t shared properly their points/ studied their points and some of them don’t know what to say 0 points	up to 1,5 points
Project participation	Everyone in the group is involved with the project and its process 1 point	There are one or two students who are not participating in the tasks. 0,5 points	Just half of the group is involved with the task. 0,25 points	The project is carried by one or two students. Student’s haven’t split tasks 0 points	up to 1 point
Project results	The model is well structured and has been done in class 2,5 points	The model has been done in class but it has some mistakes. 2/ 1,5 points	The model is understandable, but it has many mistakes and is not done in class at all. 1 point	The model is not consistent/ on topic. Not done during class hours.   0,5/ 0 points	up to 2,5 points
Conclusions reached/ Reflections	Detailed conclusions, several questions brought to class in order to discuss them with the teacher and classmates, pondered reflections. 1point	Have their own conclusions and bring  some questions to the class but they are not involved in the class 0,5 points	Students show lack of interest, but they participate in some class discussions. 0,25 points	Students show lack of interest, they haven’t thought about the topic/ given importance to information reflection. 0 points	up to 1 point

- Techniques based on information (technique); there are many ways of obtaining the information that students know, in this case, we choose a computer-multiple choice test.

 

- Computer test (instrument); We will be using a structured test in which students will have to choose the correct answer among some other wrong answers provided. This method measures different thinking levels such as recognition, memorisation, comprehension, relation, analysis and summary. It is composed of brief questions. We will be using multiple choice tests, in which a set of possible answers are displayed, but only one of them is true, in order for students to discard the wrong ones  or distinguish which one is true.

 

 

 

 

Each correct answer is 1 point.

 

Choose the correct option for answering the question or continuing the sentences:

- We can distinguish 4 …

a) Different movements of the earth

b) Seasons

c) Types of plants

 

- The lives cycle of a plant start :

a) stem and leaf growth 

b) the formation of the fruit

c) seed germination.

 

- What part of the plant fulfills a structural function, supporting the plant?

a) The stem

b) The root

c) Leaves

 

- Process that happens to plants when they are exposed to light, they create oxygen and energy through it.

a) respiration

b) photosynthesis 

c) sleep

 

- What do plants need to create food?

a) only water

b) they don't need food

c) water, sunlight and air

 

- What part of the plant can turn into fruits?

a) roots 

b) flowers

c) leafs

 

- What can plants do and animals cannot?

a) They can produce their own food.

b) They can move from one place to another.

c) They need oxygen to breathe.

 

- What do plants and animals have in common?

a) They are both living things.

b) They can both reproduce themselves.

c) Both  of them.

 

- Seeds can be scattered through…

a) Water.

b) Wind.

c) Both of them.

 

- What is the function of the stamen?

a) Produce the pollen the plants need.

b) Receive the pollen the plant needs in order to produce seeds.

c) Attract insects with its flashy colors.