A big problem for Magalhães (Magellan): Food preservation

Size: px

Start display at page:

Download "A big problem for Magalhães (Magellan): Food preservation"

Benedict Knight
8 years ago
Views:

1 PARSEL teaching learning materials compiled by the consortium as part of an EC FP6 funded project (SAS6-CT PARSEL). A big problem for Magalhães (Magellan): Food preservation Assessment This task assessment can be based on several student assessment tools, as those presented next (Table 1 and Table 2). These student assessment tools are mere suggestions. Teacher can include other criteria for assessment whenever he/she finds it appropriate for the objectives he/she defined previously. Table 1 aims at supporting group s assessment. Table 2 focuses on planning and implementing an investigation activity. Correct use of or Arguments justification Pontos Group incorrectly uses scientific concepts or, on several occasions Sometimes, group incorrectly uses or Group correctly uses scientific concepts or Many elements of Most elements of can not defend the group have the group have an some aspects of poor knowledge adequate their work. They about the group knowledge about lack adequate work content OR the group work knowledge or they are not able content and can abilities to defend exposed defend exposed arguments arguments Group s mirrors a proficiency use of or All elements of the group have a deep knowledge about the group work content and can defend exposed arguments

These student assessment tools are mere suggestions. Teacher can include other criteria for assessment whenever he/she finds it appropriate for the objectives he/she defined previously.

2 Language use Poor language Some Adequate Rich and use, presenting grammatical and language use, complexe grammatical and with no language use, with mistakes and mistakes and sometimes grammatical or no grammatical or incorrect use of incorrect use of mistakes. Correct mistakes. Correct use of scientific use of scientific concepts concepts Coordination There is no Poor Good Excellent elements elements. Some of among most among all group elements. them did not group elements. elements. Well Unstructured group worked on the group However, some of them did not structured. It worked on the follows a coherent group line with the others Clarity and Presentation lacks Clear Clear Clear and objectivity clarity and, but it, but objective objectivity. It does not make lacks objectivity. Many non based on some non relevant, making salient salient most relevant details details most important important issues presented issues Information read the read most of the expose expose but instead of instead of also read some exposing it exposing it additional notes Ability with Poor Poor, Some hazard Well trained engaging peers unable to keep not always being situations during. It peers engaged able to keep peers. can keep peers

Correct use of scientific use of scientific concepts concepts Coordination There is no Poor Good Excellent elements elements. Some of among most among all group elements. them did not group elements.

3 with it engaged with it Nevertheless, it is able to keep peers engaged with it Audiovisual Presentation does Presentation Presentation support not make use any makes use of makes use of audiovisual some poor some quality element to support audiovisual audiovisual it or to make elements elements, but salient any those are not fully content or idea explored (pictures, graphics, videos) Creativity Presentation lacks Use of few Use of many creativity in what creative creative concerns used methodological methodological methodology or elements and few elements and used materials creative materials some creative materials Time management Presentation does Presentation Presentation not respects at all extends extends a little planed time limits considerably over over planed time (either too short planed time limits limits or too extended) Voice tune Low voice tune. Big oscillations Good voice tune Monotonous. No on the voice tune. during most time inflexions or Nevertheless it of the expressivity lacks expressivity. Presents inflexion and expressivity Table 1 Group s assessment engaged with it. Presentation makes use of quality audiovisual elements to support it or to make salient any content or idea (pictures, graphics, videos) Creative in what concerns used methodology or used materials Excellent time management Good voice tune during. Good between voice and audiovisual supports use Total 8

Presentation lacks Use of few Use of many creativity in what creative creative concerns used methodological methodological methodology or elements and few elements and used materials creative

4 Criteria Planification Clear, brief and complete research plan. It critically discusses experimental plan Well structured plan, but it still needs reformulations. It formulates research problem, but does not discuss it Inefficacious plan. It needs great reformulation. It does not consider important variables. Plan does not present any clue about how to resolve the problem. It needs considerable support and guidance critically 2. Experimental achievement make consistent, correct and precise observations and measures. make correct observations and measures, but presents some difficulty with observe and measure only when guided not correctly observe or measure, even when guided. Student needs great support and guidance. Students uses instruments correctly using instruments correctly for what he/she needs support 3. Learning task analyses correctly and consistently synthesize observations and data. make connections and generalizes within reasonable limits interpret data and present conclusions, but can not grasp the limits and constraints of generalization organize data when guided, can ansewr specific questions and can make restricted questions not go beyond collected data

Plan does not present any clue about how to resolve the problem. It needs considerable support and guidance critically 2.

5 4. Transfer relate conclusions with other themes. Student suggests adequate applications for the conclusions and suggests other researches relate conclusions with other themes, but suggests applications only to related areas of research Table 2 - Scientific investigation activity only relate conclusions to other themes when questioned specifically about it not suggest any application for the study or for expanding it and cannot relate it to other themes. Student needs great support and guidance

themes, but suggests applications only to related areas of research Table 2 - Scientific investigation activity only relate

UCC Writing Survey of Students

UCC Writing Survey of Students In November of 2014, over 750 undergraduates completed a short online survey about undergraduate writing. Respondents were almost evenly divided among all four classes, with