For this week’s blog activity we were asked to brainstorm a simple blended learning activity including its assessment and answer the following questions:

What is the Blended Learning Activity?

The students will review a previous speaking task (which has been recorded and the video clip made available to students through a shared online platform) where they talk about different aspects of their school life. This time, students will be paired and asked to correct and re-write their partner’s presentation. Finally, when the students attend the f2f class, they will read the presentation aloud (in the third person). Teacher will publish the marking criteria on the shared platform. (For example, 10 points for each capability/skill listed below, with an extra 10 points for students who give their own opinion about their partner’s daily school life).

What are the Outcomes to be Assessed?

The students ability to review and correct another student’s work on daily school life. The student’s ability to critically analyse another’s student’s work by putting forward their own comments.

What are the Capabilities/Skills (implicit or explicit) in the Outcomes?

Pair work. Peer correction. Reading skills. Speaking skills/accuracy.

Is the Method of Assessment chosen consonant with the Outcomes and Skills?

The method of assessment matches the outcomes and skills because it allows students to review and improve previous work done through pair work, peer correction, written accuracy and reading practice.

Is the Method relatively Efficient in terms of Student time and Staff time?

The video clip is already prepared. The students will be given a set time of one hour to review the video clip of their partner as many times as they want at home, and to make notes and corrections. During the f2f one hour class, students will have five minutes each to read their new presentations (45 minutes). The teacher will make notes and give immediate feedback (15 minutes).

Are the Marking Schemes or Criteria Appropriate?

The marking criteria is clear and simple: do the work and you pass, do extra work, and you get a top grade.

Who should make Judgements about Student Learning – the Teacher, the Student, the Student’s Peers or Others?

Including students in the marking process empowers them and allows them to take a greater responsibility and pride in their work.