Continuing
Professional
Development
Reflective
Journal
Name: ________________________
School #: ______________________
Key CPD Question 2: How can we show learners what success in their learning looks like?
СPD Hours 2. Pre-session task for teachers. (To be done on 14.02.2025)
1. Teachers read the article: Using rubrics to assess projects. (90 mins.)
(https://www.teachingenglish.org.uk/professional-
development/teachers/assessing-learners/magazine/vicky-saumell-using-
rubrics-assess).
While reading teachers make notes in response to the following questions:
- What do you think of ‘weighted’ rubrics, giving more points for more
important criteria?
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- Which criteria would you give more weight, or points, for and why?
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2. Teachers create an assessment rubric with success criteria for a project work
activity (which is planned for the nearest date). After developing the
assessment rubric, teachers make notes in response to the following questions:
(90 mins.)
- Did you include both process and product criteria on your project rubric?
Which did you include?
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- What do you think of Samuel's suggestion of creating two rubrics?
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- What do you like and dislike about this idea and why?
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Teachers introduce their assessment rubric to students before assigning the project
work activity. Once students have finished their projects, teachers evaluate students’
projects using the rubric they developed. (to be done during the week 14.02.-21.02)
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Date: 21.02.2025
CPD Hours 2. How can we show learners what success in their learning looks like?
After assessing students’ projects, teachers make notes in response to the following
questions: (15 mins.)
- Samuel writes about the benefits of using rubrics. Did you observe these
benefits with your rubric and project? What evidence can you give?
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Discuss the benefits and drawbacks of using rubrics to assess projects, share your
ideas with each other. (15 mins.)
Group work. Poster making task. (90 mins.)
Step1. Choose a project work activity and create a master rubric with the most
successful criteria, showing both process and product criteria.
Step 2. Put the rubric on a poster.
Step 3. Plenary discussion with these questions:
Is the rubric realistic?
Do the success criteria push learners to new learning?
Are all of the criteria equally important?
Can all learners succeed using these criteria?
Can all of your learners easily follow them?
How will you support the use of your rubric in your classroom (have a discussion
about it, show an exemplar, etc.)?
Reflection (60 mins.)
Before this session about , I used
to (think/believe/use)
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Now I (think/believe/plan to use)
This is important because
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I like it because
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I might need to modify the (activity/routine/assessment) for my classroom because
Additional Notes
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