ELABORACION DE INSTRUMENTOS DE EVALUACIÓN: LISTA DE COTEJO - RÚBRICA
Introduction to Evaluation Instruments
In this section, the speaker introduces evaluation instruments and discusses their purpose in assessing student achievements and difficulties.
What is an Evaluation Instrument?
- An evaluation instrument is a specific tool or resource used to collect information for assessing student achievements or difficulties.
- The two most common evaluation instruments discussed are the checklist and the rubric.
Checklist
- A checklist is an evaluation instrument that identifies the presence or absence of specific criteria.
- It is formulated based on competencies, capabilities, performances, and standards.
- Advantages of using a checklist include simplicity and quick design process.
- Recommendations for creating a checklist include formulating criteria with simple language appropriate for students' age.
Rubric
- A rubric is a type of assessment scale that presents criteria as levels of development with concrete descriptions.
- It is used to evaluate student learning expressed through performances.
- Advantages of using a rubric include allowing both teachers and students to identify the level of achievement.
- Disadvantages include potential standardization issues due to fixed descriptions for all students.
Checklist Design Process
- Plan: Determine what will be evaluated based on the learning assessment matrix in the subject area.
- Select: Choose competencies and criteria that can be evaluated by considering the presence or absence of specific criteria in performance.
- Design: Create sections such as title, instructions, columns for criteria, descriptions of performance aspects, and columns indicating presence or absence of specific descriptions.
- Review: Ensure proper design and comprehensibility for students' age group by sharing it with other teachers.
Rubric Construction Process
- Identify Evidence: Determine what evidence will be evaluated based on competencies, standards, and performances related to the subject area.
- Define Criteria: Use the learning assessment matrix to define evaluation criteria.
- Layout: Place the criteria to be evaluated in the first column and progressively add descriptions for each level of achievement.
- Review: Ensure the rubric is well-constructed and provides comprehensive information about expected student achievement.
Checklist Example for Primary Level
In this section, an example of a checklist for primary level students is presented as part of a learning experience titled "Enjoying and Preserving Our Biodiversity."
Competence and Criteria
- Competence: Write various types of texts in their mother tongue.
- Criteria:
- Criterion 1: The title of my text indicates the name of the plant.
- Criterion 2: The purpose is to disseminate the characteristics, benefits, and care instructions for a local plant.
- Criterion 3: The text uses information related to plant care, its importance for living beings, and its benefits.
- Criterion 4: The text consists of at least three paragraphs answering questions about what it is like, how it looks, and how it is used.
- Criterion 5: Proper use of capital letters, punctuation marks (periods), paragraph breaks, and closing punctuation marks.
Assessment
- Students' progress will be assessed based on whether they have achieved each criterion or need improvement.
Rubric Overview
In this section, the speaker introduces rubrics as a type of assessment scale that provides criteria with levels of development.
Rubric Advantages and Disadvantages
- Advantages:
- Allows teachers and students to identify the level of achievement.
- Provides timely and comprehensive information about expected student performance.
- Disadvantages:
- May lead to standardization issues due to fixed descriptions for all students.
Rubric Construction Process
- Identify Evidence: Determine the evidence to be evaluated based on competencies, standards, and performances.
- Define Criteria: Use the learning assessment matrix to define evaluation criteria.
- Layout: Place the criteria to be evaluated in the first column and progressively add descriptions for each level of achievement.
Rubric Example for Fourth Cycle
In this section, an example of a rubric for fourth cycle students is presented as part of the competence "Investigates through scientific methods to construct knowledge in science and technology."
Competence and Criteria
- Competence: Investigate through scientific methods to construct knowledge in science and technology.
- Criteria:
- Criterion 1 (Beginning): Asks questions and proposes possible answers.
- Criterion 2 (Process): Follows a procedure.
- Criterion 3 (Achievement Expected): Draws conclusions.
Assessment
- Students' achievement will be assessed based on their performance in each criterion, categorized as beginning, process, or achievement expected.
Timestamps are approximate and may vary slightly depending on the video version used.
Starting Level to Highlighted Level
The section discusses the procedure followed by students at the starting level and highlighted level in conducting an experiment. It emphasizes the importance of describing the sequence of steps taken and expected achievements.
Procedure at Starting Level
- Students mention the sequence of steps followed to conduct the experiment.
- They describe the sequence of steps taken for the experiment in progress.
- Students explain their expected achievements.
Procedure at Highlighted Level
- Students explain the sequence of steps followed to conduct the experiment.
- They evaluate their own sequence of steps for conducting the experiment based on specific criteria.
- Students draw conclusions that are unrelated to the inquiry question.
Conclusion and Evaluation at Starting Level
This section focuses on students' ability to draw conclusions and evaluate their learning at the starting level. It highlights how students should relate their conclusions to the inquiry question.
- Students draw conclusions about what they have learned related to the inquiry question.
- They support their responses with provided information and expected achievements.
Conclusion and Evaluation in Progress
This section discusses how students in progress should draw conclusions about their learning based on collected data from experiments and provided information.
- Students draw conclusions about what they have learned related to the inquiry question.
- They make references to data collected during experiments and provided information.
Conclusion and Evaluation at Highlighted Level
At this level, students are expected to provide more comprehensive conclusions based on collected data, experiments, and provided information.
- Students answer again the inquiry question while providing evidence from collected data, experiments, and provided information.
- They emphasize using links between observations made during experimentation and rubric standards.
Importance of Rubrics
This section highlights the importance of rubrics as tools for collecting information based on predefined criteria. It emphasizes that rubrics are aligned with learning standards and competencies.
- Rubrics are documents used to collect information based on predefined criteria.
- They respond to learning standards and competencies.
- Rubrics help in assessing student performance accurately.