REFLECTION MODULE 5: Project-based Learning and Rubrics

Module 5: Project-based Learning and Rubrics

The lesson of Module 5 about alternative assessment and using rubrics in language teaching practice has provided me with numerous significant insights into enhancing the evaluation process and supporting student learning autonomy. Before learning this module, assessing students’ performance by using tests and exams has always been prioritized by me due to its convenience and straightforwardness. However, this module has made me recognize the effectiveness and comprehensiveness of other alternative assessments such as portfolio, peer assessment and self-recording keeping, which I definitely will implement in the near future. 

Similar to other previous lessons, our group has been warmed-up with a small discussion about different alternative assessments suggested by lecturers and also critically analysed the pros and cons of each type. I was so satisfied with the use of portfolio in evaluating students’ progress because it can demonstrate and reflect their progress in the whole learning journey, which is much more comprehensive and well-rounded rather than solely depending on the results of one or two tests. Moreover, by selecting what to include in their portfolios, students can personalize their learning experience, focusing on what they believe best represents their growth and helping them to set a clear and achievable goal for their own learning. I always apply this assessment in my own class because it helps me to objectively evaluate my students’ progress at different stages of learning from the beginning till the end. 

Besides my own opinion, other members in my group also shared their own experiences with other kinds of alternative assessment. I did totally agree with Ms. Phuong Anh when she shared about the peer-assessment method in evaluating students’ performance. She always provided her students with a clear guideline and rubric before she started pairing them up for peer assessment.  She realized that by receiving feedback from friends, students could be provided with multiple and objective perspectives on their work; therefore, it is much easier for them to recognize what they need to improve and practice further. However, a very thought-provoking question has been raised during our discussion concerning the feasibility and trustworthiness of peer-assessment when students do not give objective and unbiased comments for their friends. To tackle this problem, our group has come to the conclusion that teachers should set a clear requirement for the quality of peer-assessment, in which unconstructive and biased comments will be eliminated. 

In the second part of our group discussion, we also reviewed Thương, Ngọc and Thuỳ’s rubrics in evaluating their students’ presentations. I was so impressed with the detailness and organization of their designed rubrics and also agreed with each quality and criteria of their assessment. However, teachers should be mindful about the language uses and complexity of rubrics before delivering it to low-level students. For students who are beginners or at a low level, it is extremely demanding for them to individually examine all requirements and thoroughly understand the rubrics’ criteria. In this situation, teachers should simplify the language use or use icons instead to make sure that students can understand all criteria and give as many accurate comments as possible. 

To sum up, in the current dynamic situation of language teaching and learning, fostering autonomous learning among students is significantly crucial for their long-term success, leading to the emergence of different alternative assessments. Possibly, in the near future, I will apply peer assessment in my teaching practice, which can not only help me to save time for students’ evaluation, but also demonstrate to me how well students can  construct knowledge together.