Rationale 3

 RATIONALE 3

Personal learning when designing the instruments based on the principles studied in class.

Nowadays learners are expecting to learn a new language in a formative environment. A learning process has been traditionally conceived as a conductive experience; in which the affective part of the learners has not been considered as part of their assessment process.

Creativeness and spontaneity are essential on achieving both teaching and learning goals. These aspects must be present when designing rubrics, and this particular task allowed me to check and later correct gaps mentioned in the obtained feedback from the rubrics below:

ANALITIC RUBRICS

a. Both the task and the objective should be connected and specific.
b. Use the rubric as means of comunication between the teacher and the student in a way to motivate learners through formative feedback and comments.
c. Revise the level of accomplishments when designing the rubric to not affect students' task performance.


HOLISTIC RUBRICS

a. Be aware on the linearity between the task and objective.
b. Revise the description in the rubric to make clear to students the areas for improvement.

Finally, and as I mentioned on my rubrics rationale report, I prefer to use analitic/formative rubrics since it creates a closer and friendly connection between learners and teachers The assessing process is changing for the better, enhancing a mutual educational growing.