ASSESSMENT

ASSESSMENT

Evaluation criteria:

1. Distinguish mouth, esophagus, stomach, small intestine and large intestine

2. Know the functions of the parts of the digestive system 

3. Recognize the main nutrients and the food where they are contained

4.Classify food according to the nutrients they provide us

5.Identify how the food guide pyramid works.

Assessment

My assessment is based on two models of rubrics which will allow the teacher to evaluate the students in our area of interest throughout an oral presentation. With the first one, the students are scored on a scale of 1- 4 in three major areas.  (Delivery, Content / organization and Audience awareness)

• The first area is Delivery, which includes eye contact, and voice inflection. 

• The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being presented and the overall organization of their presentation. 

• The third area, Enthusiasm/Audience Awareness, assesses students based on their enthusiasm towards the topic and how well they came across to their intended audience. 

In our case that assessment would be carried out during some parts of the unit, not only at the end of it. 

 

According to that, this will happen when students have to make a comic in groups and then present it to the class, so in that moment each member have to talk and explain something about their story related to the digestive system; 

Meanwhile, the other one will be associated with two activities. The first one is assessed through the elaboration of the food pyramid; another one is the oral description of the photos related to the healthy and unhealthy food, where in groups they have to reach an agreement; and finally the other moment to do that assessment will be when they have to perform the role of being sellers and customers on a market, that corresponds to one of the 4 C’s of CLIL, culture.

 

The second model of rubrics will be really useful to carry out, overall when the group as a whole is planning, interacting and thinking about the project. Here the students will be focused on their assignments while the teacher would only be monitoring and  walking around the class observing how things develop in each team.

Finally, although I do not think that it is necessary, I will provide them with two final tests, to follow the traditional way of assessment in case the teacher notices that some students are not achieving the goal of the lesson and they do not feel comfortable with their performance in class. So instead of becoming burnt-out students, a good method would be to hand out both sheets and they will be able to do the tests correctly at home using their material. Then the teacher has to correct them and give some feedback based on the progress of each one, but without any marks.