Concept by: Petra Candida Mundy
All learners want to pass, but too often they are in the dark about how their habits and attitudes are preventing them from achieving their true potential. By negotiating and sharing evaluation processes which value behaviour and attitudes as well as procedures and contents, learners begin to take responsibility for their own education; “What mark did she give you?” becomes “What mark did you earn?”.
Although it can seem like a complicated maze, the evaluation and assessment process is really very simple. The first stage is to envisage goals: Where would we like our learners to get to? What qualities and skills will they need to acquire in order to achieve those goals?
This Intelligent Assessment and Evaluation course inspires you to design a set of evaluation criteria and rubrics for your own context, and implement a humanistic evaluation project in your school, which will help engage children with their education process and provide them with a route map of how to succeed, regardless of academic abilities or talents.
The Intelligent Assessment and Evaluation course will help the participants to understand how to:
- Implement a successful self- and peer-evaluation scheme
- Write rubrics and criteria for formative assessment
- Assess and evaluate ‘soft skills’
- Use modules and weightings to modify negative classroom behavior
- Educate and include parents in the evaluation
- Support inclusion by valuing ethics and attitudes.
As teachers you have experienced both the rewards and challenges that teaching offers, however, extra challenges have been added over the years, more admin, lack of student respect and increasing workload have probably led to stress, burnout and wondering why you are still in the profession!
Day 1 – Course introduction & Setting goals
- Introduction to the course, the school, and the external week activities.
- Icebreaker activities using drama for trust and ensemble building.
- Identification of needs and goals for each participant and relevant populations.
- Presentations of the participants’ schools.
- An overview of evaluation theory will be contrasted with the participants’ day-
- to-day reality. After an analysis of the language needed to talk about this area,
- we will discuss the bottom line of how to evaluate within the European law.
Day 2 – Outcomes
Using case studies and simple examples we will learn how to describe the
outcomes we wish to achieve and how to start implementing them through self
and peer evaluation schemes, involving children in their own assessment
through games, roleplay and tangible rewards.
Day 3 – Key competences
The key competences help us to define and value the abilities a child needs
to develop. How can we combine these with the demands of a course book
and work towards external exams?
Day 4 – Communication
All evaluative processes need to be transparent, achievable and implemented
from the outset. Here we will debate how best to share aims and processes
with parents and the wider educative community, to measure progress in
attitudes and procedures as well as in content knowledge.
Day 5 – Get creative
Today you will write a project which applies your learning on this course to
your own situation. You will develop your own set of criteria and rubrics and
take a project home for your school.
Day 6 – Course closure & Cultural activities
Course evaluation: round up of acquired competences, feedback, and
• Awarding of the course Certificate of Attendance;
• Excursion and other external cultural activities.
• Primary and secondary teachers
• Educational planners
• Directors of studies
• Directors and department coordinators