MODULE 05: PROJECT-BASED LEARNING AND RUBRICS

This week, I learnt to create a rubric using RubiStar. 


This tool is the most suitable for beginners in designing rubrics for a certain activity, for example, speaking tasks, a presentation or a listening test, etc. Being a beginner means a person has not created any rubrics before, so he/she does not know which criteria should be involved as well as how to justify the score and descriptors in the rubrics. That is the reason why RubiStar will be helpful because it provides users with clear and detailed criteria, descriptors for scoring range and so on. Users can depend on these to design their own rubrics within just a few clicks.

However, if users have already had experience in the field of establishing rubrics, RubiStar may not work as well as we expected. Firstly, RubiStar only has one range of score from 1 to 4, so if users want to add a wider range of scores such as from 1 to 5 or 1 to 10, then it cannot help. In addition, RubiStar only has a limited number of columns; therefore, users cannot change any columns, they can only use what are already in the platform. Moreover, the content of each descriptor is unchangeable, which means using the provided descriptors and criteria is the only option. 

When talking about rubrics and alternative assessments in ELT, I understand the importance of enabling learners to know the expectations and self-assessment of their works. Rubrics help students know what they should do in the task and from that, they can self-assess their performance. furthermore, rubrics and alternative assessments often require students to apply their knowledge in particular contexts, they can support the growth of critical-thinking and problem-solving skills.

That is all I have learnt this week. I hope to see your comments and sharing and see you in my next blog!!! 


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MODULE 02: THE ABCD LEARNING OBJECTIVES FRAMEWORK AND EFFECTIVE WEB SEARCHING

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In the second module, the knowledge that I remembered the most was the ABCD learning objectives model because I will have to use it multiple times during this course and also in my daily teaching lessons. It could be clearly seen that ABCD model had four components namely Audience, Behavior, Condition and Degree. To be specific, the Audience element described the target audience or the group of individuals that the learning objectives were designed for (Often, my audience will be my students). And, one thing should be noticed was that when writing the Audience for the objectives, teacher had to specify the proficiency level of students as well, so that he/she could outline the appropriate actions or behaviors that learners would be able to demonstrate in the Behavior component. These actions and behaviors had to be observable and measurable.  In terms of Condition component, it illustrated the circumstances or conditions under which the learners would demonstrate the specified beha...
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