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

CHAPTER I CHAPTER II

CHAPTER III

CHAPTER IV CHAPTER V

with the SL project. The criteria are a standard of execution, which respond to what the student must show in order to demonstrate the level of learning achievement or competency established in the course program. To define them, it is necessary to consider the level of learning complexity and they must be observable directly or through evidence. The assessment situations must be accompanied by an appropriate assessment instrument to safeguard the quality of the assessment and avoid the influence of subjectivity at the moment of qualification. These instruments may be checklists, rating scales, rubrics, among others. The fact that a course assessment strategy has varied evaluative situations makes the reliability of the results greater, since it is the degree to which the student's behavior is maintained when they are tested in different situations. On the other hand, it is important to bear in mind, as mentioned above, that the reflections developed in a SL course are an important source of evidence of learning, especially of attitudinal and/or value-based criteria.

Example of assessment criteria in a SL course

Teaching Team:

• To

students:

cognitive, procedural

attitudinal

or

learning, work quality, etc. • To community partners: compliance with agreements, communication, cooperation, etc.

Community partners may assess:

Criteria

Status

• Students: level of commitment and responsibility with the organization, quality of the service, degree of ownership of the output produced. • The teaching staff: compliance with agreements and timely communications regarding the development of the service.

Delivery of a portfolio with an assessment rubric previously given to the students.

What is assessed in a Service-Learning course?

First, it is necessary to think about assessing the expected learning in all its dimensions, i.e., cognitive, conceptual, procedural, attitudinal elements, reflective capacity , etc. The teaching team must define the assessment criteria, based on the learning objectives that are expected to be achieved

CHAPTER I I I : DUR I NG THE COURSE DEVELOPMENT

CHAPTER I I I : DUR I NG THE COURSE DEVELOPMENT

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