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First, it's important to consider quality criteria together: what are the requirements for a good assignment, which components should it include, and when would the group consider it satisfactory? These quality criteria then need to be translated into quality awareness: how does the student's own work compare to the examples, and what are the specific strengths and areas for improvement.) /Pg 9 0 R /K [4] >> endobj 27 0 obj << /Type /StructElem /S /P /P 20 0 R /E (This exercise can be completed either in class or individually as part of a self-study assignment.) /Pg 9 0 R /K [5] >> endobj 28 0 obj << /Type /StructElem /S /P /P 20 0 R /E (The teacher takes the students step-by-step through the following process.) /Pg 9 0 R /K [6] >> endobj 29 0 obj << /Type /StructElem /S /P /P 20 0 R /E (Step 1: Quality criteria) /Pg 9 0 R /K [7] >> endobj 30 0 obj << /Type /StructElem /S /P /P 93 0 R /E (Divide the students into groups of four. Each group receives a placemat. Students who prepared the assignment at home should be grouped together. Students who didn't prepare should also be grouped together. These students can participate, but they will only have the two examples for the assignment and no work of their own. ) /Pg 9 0 R /K [8] >> endobj 31 0 obj << /Type /StructElem /S /P /P 20 0 R /E (In class:) /Pg 9 0 R /K [9] >> endobj 32 0 obj << /Type /StructElem /S /P /P 20 0 R /E (Students will need the following materials during class:) /Pg 9 0 R /K [10] >> endobj 33 0 obj << /Type /StructElem /S /P /P 94 0 R /E (printed version of the assignment) /Pg 9 0 R /K [11] >> endobj 34 0 obj << /Type /StructElem /S /P /P 95 0 R /E (printed versions of two examples of different quality) /Pg 9 0 R /K [12] >> endobj 35 0 obj << /Type /StructElem /S /P /P 96 0 R /E (printed placemat \(A3\) per group of 4) /Pg 9 0 R /K [13] >> endobj 36 0 obj << /Type /StructElem /S /P /P 97 0 R /E (printed form 'working with exemplars - classroom') /Pg 9 0 R /K [14] >> endobj 37 0 obj << /Type /StructElem /S /P /P 98 0 R /E (rubric \(printed or on the digital board\)) /Pg 9 0 R /K [15] >> endobj 38 0 obj << /Type /StructElem /S /P /P 99 0 R /E (evt. whiteboard of flap-over) /Pg 9 0 R /K [16] >> endobj 39 0 obj << /Type /StructElem /S /P /P 20 0 R /E (Individual self-study assignment) /Pg 9 0 R /K [17] >> endobj 40 0 obj << /Type /StructElem /S /P /P 20 0 R /E (Students will need the following materials:) /Pg 9 0 R /K [18] >> endobj 41 0 obj << /Type /StructElem /S /P /P 100 0 R /E (first version of the assignment) /Pg 9 0 R /K [19] >> endobj 42 0 obj << /Type /StructElem /S /P /P 101 0 R /E (rubric) /Pg 9 0 R /K [20] >> endobj 43 0 obj << /Type /StructElem /S /P /P 102 0 R /E (form 'working with exemplars - individual' form ) /Pg 9 0 R /K [21] >> endobj 44 0 obj << /Type /StructElem /S /P /P 103 0 R /E (Each group thinks about the skill, topic, or element they'll be assessing. Students do this based on the rubric. ) /Pg 9 0 R /K [22] >> endobj 45 0 obj << /Type /StructElem /S /P /P 104 0 R /E (The students each write down which criteria they consider important, in their own area of the placemat \(each student has their own box on the outside\).) /Pg 9 0 R /K [23] >> endobj 46 0 obj << /Type /StructElem /S /P /P 105 0 R /E (Once every student has done this, the group of four will reach a consensus on the most important quality criteria. These can be written in the middle part of the placemat.) /Pg 9 0 R /K [24] >> endobj 47 0 obj << /Type /StructElem /S /P /P 20 0 R /E (Preparation) /Pg 9 0 R /K [25] >> endobj 48 0 obj << /Type /StructElem /S /Span /K [26] /Pg 9 0 R /P 67 0 R >> endobj 49 0 obj << /Type /StructElem /S /Figure /P 20 0 R /Pg 9 0 R /A [106 0 R 0] /K [27] >> endobj 50 0 obj << /Type /StructElem /S /Figure /P 20 0 R /Pg 9 0 R /A [107 0 R 0] /K [28] >> endobj 51 0 obj << /Type /StructElem /S /P /P 21 0 R /E (Teacher instruction ) /Pg 10 0 R /K [0] >> endobj 52 0 obj << /Type /StructElem /S /P /P 21 0 R /E (During class \(continued\)) /Pg 10 0 R /K [1] >> endobj 53 0 obj << /Type /StructElem /S /P /P 108 0 R /E (Each group will discuss their criteria in a plenary session, and a list of criteria will be created based on the input of all the groups. Ultimately, aim for a maximum of four criteria \(more than that would make the rest of the steps confusing for the students\) that you collectively consider most important for this skill, topic, or component. You can write down the four criteria on the whiteboard or flipchart, or have students write them down directly on the form. ) /Pg 10 0 R /K [2] >> endobj 54 0 obj << /Type /StructElem /S /P /P 21 0 R /E (Step 2: Analyzing examples) /Pg 10 0 R /K [3] >> endobj 55 0 obj << /Type /StructElem /S /P /P 109 0 R /E (The students work in groups on the examples. Two students work on example 1, two students on example 2. Then, the students in the groups discuss both examples and fill in the form.) /Pg 10 0 R /K [4] >> endobj 56 0 obj << /Type /StructElem /S /P /P 110 0 R /E (First, they analyze the examples based on the established criteria list. Have students review all the criteria for both examples and rate them based on quality: excellent, good, less good, or weak. They will put this on the form, with a short explanation. Each student completes the tables based on the group discussion.) /Pg 10 0 R /K [5] >> endobj 57 0 obj << /Type /StructElem /S /P /P 21 0 R /E (Step 3: Analyzing your own work and comparing with examples) /Pg 10 0 R /K [6] >> endobj 58 0 obj << /Type /StructElem /S /P /P 111 0 R /E (In the same way as in step 2, students will now also \(individually\) analyse their own work based on the criteria list. ) /Pg 10 0 R /K [7] >> endobj 59 0 obj << /Type /StructElem /S /P /P 112 0 R /E (So for each of the criteria they have to write down what they think the quality is: excellent, good, less good, weak. ) /Pg 10 0 R /K [8] >> endobj 60 0 obj << /Type /StructElem /S /P /P 113 0 R /E (Ask students to briefly explain this as well: what do they observe in their own work, and why do they give themselves this assessment? Discuss this with the group. 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