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  1. nedira's Avatar
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    #1

    Projects evaluation

    After each unit students are asked to carry out a project.My question is on which basis should I evaluate my students's work concerning the projects?Are there any criteria which I should take into consideration as an EF teacher while evaluating my students' projects?I asked this question becouse I do not want to be unfaire with my students.

  2. konungursvia's Avatar
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    #2

    Re: Projects evaluation

    Okay, try this:

    Give them a marking scheme before they do the project, and use it to grade them. It will be so descriptive of what you want them to do that any student who follows directions well will do well. Give a 0, 1 or 2 mark for each criterion.

    Research: The student did appropriate research before the project: /2
    Topic: The student chose a topic appropriate to the assignment: /2
    Quantity: The student did a reasonable amount of work for it: /2
    Presentation: The work was presented clearly and intelligibly: /2
    Grammar: The student provided highly correct English: /2
    Spelling: The spelling of the assignment was well corrected: /2
    Rhetoric: The structure of the assignment was logical and clear: /2
    Examples: The student made use of appropriate examples: /2
    References: The student provided a thorough list of resources used: /2

    You could add or subtract criteria based on the assignment and student English level.

  3. Raymott's Avatar
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    #3

    Re: Projects evaluation

    Quote Originally Posted by konungursvia View Post
    Okay, try this:

    Give them a marking scheme before they do the project, and use it to grade them. It will be so descriptive of what you want them to do that any student who follows directions well will do well. Give a 0, 1 or 2 mark for each criterion.

    Research: The student did appropriate research before the project: /2
    Topic: The student chose a topic appropriate to the assignment: /2
    Quantity: The student did a reasonable amount of work for it: /2
    Presentation: The work was presented clearly and intelligibly: /2
    Grammar: The student provided highly correct English: /2
    Spelling: The spelling of the assignment was well corrected: /2
    Rhetoric: The structure of the assignment was logical and clear: /2
    Examples: The student made use of appropriate examples: /2
    References: The student provided a thorough list of resources used: /2

    You could add or subtract criteria based on the assignment and student English level.
    The only problem I have with this scheme is that, since no one is perfect, the best you can give for a non-perfect section is 1, perhaps ending up giving your best student 50%. It's a good idea, but I would include at least 1.5 marks. Otherwise your students are given the impression that if
    something's not completely satisfactory (2), it's worth no more than 50%.

    Something like this happened to me for a uni subject a few years ago, and I wasn't impressed. Of course, nor were a lot of others who failed because of what were ultimately statistical constraints.

    PS: Also, sometimes the whole is more than the some of its parts.

  4. konungursvia's Avatar
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    #4

    Re: Projects evaluation

    I agree in principle, but in practice if you select easily attainable goals many people get many 2s. Also, these can be considered score categories, and you can always total the mark counting 1s as a 1.25 or a 1.5 as compared to a 2.

  5. Raymott's Avatar
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    #5

    Re: Projects evaluation

    Quote Originally Posted by konungursvia View Post
    I agree in principle, but in practice if you select easily attainable goals many people get many 2s. Also, these can be considered score categories, and you can always total the mark counting 1s as a 1.25 or a 1.5 as compared to a 2.
    OK, I agree that, in principle, it is a valid scheme, as long as the marker has no personal bias against giving full marks for a section - which I'm sure you would agree does happen.

  6. nedira's Avatar
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    #6

    Re: Projects evaluation

    Quote Originally Posted by Raymott View Post
    OK, I agree that, in principle, it is a valid scheme, as long as the marker has no personal bias against giving full marks for a section - which I'm sure you would agree does happen.

    But, in case my student is totaly out of subject ,will I take into consideration other criterion or just ,give him a bad mark?

  7. Raymott's Avatar
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    #7

    Re: Projects evaluation

    Quote Originally Posted by nedira View Post
    But, in case my student is totaly out of subject ,will I take into consideration other criterion or just ,give him a bad mark?
    With this scheme you have to give your student whatever mark he deserves for each section.
    If his grammar is satisfactory, he gets 2 for grammar. If he writes about the wrong topic he gets 0 for topic. You then add up the numbers. There is no place in this scheme to give a student a 'good' mark for what you subjectively think is a 'good' assignment overall. That is its main drawback.

    Also, in this specific scheme, there is no place for giving marks for imagination or originality. I think it would be better suited to a dry academic subject where the qualities listed were expected, and where originality and imagination are not necessarily rewarded.

  8. konungursvia's Avatar
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    #8

    Re: Projects evaluation

    Quote Originally Posted by nedira View Post
    But, in case my student is totaly out of subject ,will I take into consideration other criterion or just ,give him a bad
    mark?
    The key here is to use the marking scheme to describe the "small steps" involved in making the project, making the small steps so simple that any person can accomplish it. In sum, you will have reasonably good marks, and the kids will learn how to go about doing something.

  9. konungursvia's Avatar
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    #9

    Re: Projects evaluation

    Quote Originally Posted by Raymott View Post
    OK, I agree that, in principle, it is a valid scheme, as long as the marker has no personal bias against giving full marks for a section - which I'm sure you would agree does happen.
    Well I was being brief: the 2 is defined as "showing evidence of attaining" and the 1 is defined as "showing some progress in learning to attain" while the 0 is "not yet evident".

  10. Raymott's Avatar
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    #10

    Re: Projects evaluation

    Quote Originally Posted by konungursvia View Post
    Well I was being brief: the 2 is defined as "showing evidence of attaining" and the 1 is defined as "showing some progress in learning to attain" while the 0 is "not yet evident".
    OK, I could live with that.
    I'm just not sure whether such a strict itemised scheme it is what nedira is after. It needs to be administered by someone who can understand its possible disadvantages.
    For a language test, giving 5 marks each for Reading, Writing, Speaking, and Listening would be another possible scheme. At least with 5 points you have some leeway. I personally would have trouble administering (and defending) a grading where I had to give a student either 100%, 50% or 0% unless it was for a one or two word response to a short answer question among many others.

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