Open the Project/alx
| Open the Project | |
| Contributors | Yuji Harashima, Tetsuro Kubota, Takashi Iba |
|---|---|
| Last modification | June 6, 2017 |
| Source | Harashima, Kubota & Iba (2014)[1] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
You think how to decide assessment to learners.
It is difficult for you to decide assessment for the learners from the objective view. It is often assessment to learners decided by the contribution of each learner however it is so difficult for you to watch all of learners’ actions. And, when you decide by the result of the project, it is also difficult to judge the result on the objective view because you take part in the project and know the creating process of the result.
Make an opportunity to show the result to people who are outside of the project and receive their feedbacks. Call 1-3 people in as advisers of the project and ask them for advises in short interval. Also, set a presentation of the result to the advisers and other people like other teachers, learners who don’t join the project, learners’ parents and specialists of the topic. You take part in the process of creating the result and preparing for showing the process as a Generative Participant (Generative Participant)[2]. Make a sheet in order to get comments by audience and ask them to comment frankly beforehand.
You can get frank opinions from outside of the project and decide assessment to learners from the objective view. Learners can have a high motivation for creating a result to show people a good one. And also, they learn skills of presentation. Getting frank opinions will be a motivation to try to the next project for learners. You can take the assessment into consideration of learners’ grades. It also helps to make senses of connection between their learning and society.
References
- ↑ Harashima, Y., Kubota, T., & Iba, T. (2014). Creative education patterns: designing for learning by creating. In Proceedings of the 19th European Conference on Pattern Languages of Programs (EuroPLoP 2014)(p. 7). New York:ACM.
- ↑ Iba, T., Ichikawa, C., Sakamoto, M., & Yamazaki, T. (2011). Pedagogical patterns for creative learning. In Proceedings of the 18th Conference on Pattern Languages of Programs (PLoP 2011) (p. 28). New York:ACM.