A Guide for the design and implementation of a service-learning (SL)

CHAPTER I CHAPTER II

CHAPTER III

CHAPTER IV CHAPTER V

In order to facilitate the work of designing reflection activities, the UC SL coordination has created a web page for reflection in SL , where evidence, activities and support materials may be find, which may be used and modified freely according to the characteristics of the course itself. Assessing reflective strategies implemented in the course It is recommended that the reflections may be assessed, as another instance to assess skills, learning of contents and management of unforeseen events. The assessment may be done through evidence, i.e., observations or written records that provide an evidence of the student's learning process. The evidence may be multiple, from reports, simulations, videos, essays, among others. The important thing is that it is done on the basis of an achievement criterion, being coherent with the objective of reflection to be assessed.

The assessment process allows monitoring the work done in terms of the alignment of the curricular objectives with the service objectives. The learning assessment is an intentional process of gathering information about the student's performance, which makes it possible to assess the quality of the achievements attained by a person or group, by contrasting the evidence with a previously established criterion. This allows a judgment to be made in order to make decisions and provide feedback to the students. A distinctive element in Service Learning is that at least 3 different actors may be distinguished as evaluators. On the one hand, there is the teaching team, which is in charge of the course and assesss the learning, assignments presentations, Who does the assessment?

etc., by means of assessment criteria. There is also the community partner, who is part of this process, participating actively and directly in the project as a counterpart. They can carry out satisfaction or product quality assessments, among others. Finally, there are the students, who may assess their own individual and/or group performance.

IMPLEMENTING A SL PROJECT ASSESSMENT STRATEGY

The change in the assessment is what has led to major changes in the students. It is not enough just to answer tests and measure knowledge, but to incorporate the assessment of skills that are being developed in this kind of projects .

The students can assess:

- The community partners: ability to work cooperatively, timely delivery of information needed for the service, etc. - The teaching team: delivery of knowledge and support needed for the service, supervision modality, etc. - Self-assessment or co assessment: assessment of teamwork, commitment to the project, distribution of roles, etc.

CHAPTER I I I : DUR I NG THE COURSE DEVELOPMENT

CHAPTER I I I : DUR I NG THE COURSE DEVELOPMENT

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