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

CHAPTER I CHAPTER II CHAPTER III CHAPTER IV

CHAPTER V

Assessment Criteria : Establishes a level of achievement expected of the student. Remember that the criterion must consider an indicative verb, a course content and must express a context or purpose. To define the level of complexity you can help with some taxonomy.

Description: As well as the activities must be planned and scheduled according to the time of the service, it is also necessary to carry out a detailed description of what will happen during each session. It is extremely important that the description allows for a clear understanding of the relationship between the objectives of the activity and the dynamics to be carried out. This will help the professor to explain the objectives and steps to be followed to the course.

Assessment situation : Defines how the evidences will be collected. These may be tests, practical works, controls, etc. The important thing is that they are accompanied by an assessment instrument and that they are coherent with the learning objectives. For help, please click on the following. link of assessment situations .

Activity: Defining the assessment strategy

Learning objective to be assessed: Define the specific learning objective you want to assess. It may be cognitive, procedural, attitudinal, transversal learning (skills, values), etc.

Assessment instrument: Define which instrument will be used to assess the assessment situation. These may be rubrics, checklists, rating scales, etc.

CHAPTER V: ACT I V I T I ES FOR I NCORPORAT I NG SL I N A COURSE

CHAPTER V: ACT I V I T I ES FOR I NCORPORAT I NG SL I N A COURSE

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