Universidad Nacional

Centro de Investigacin y Docencia en Educacin

Divisin de Educologa- Sistema de Estudios de Posgrado
Maestra en Educacin con nfasis en el Aprendizaje del Ingls
Evaluacin en el Aprendizaje del Ingls
Facilitadora: Cindy Rodrguez Soto

Peer Assessment of Final Authentic Assessment Project

Due date: July 25th
Revisor name: ___ __ Alejandra Lopez ____________________________________
Document assessed (name):___ Mary Peabody _ ____________

Obt.Pts. 30pts/ _29 pts %20/_19,3 Grade 100/_96__

General Instructions: the following assignment consists on the peer assessment of the Final Authentic Assessment Project.
Each participant will be assigned with a classmate to peer-assess. Your task is to go over her/his project and carefully review it. To
do review the project you will use a similar instrument as the one that will be used in the final project. This time, you are suppose
to go over your peers project and completing the checklist below. You should also add comments when necessary. You are
expected to be open, assertive but also respectful and kind. The intention of the project is to enrich our perspective of final
projects not only by learning abut the others but also by analyzing it in detail.
How will you be graded? You will be graded based on the revision you do to you peers project. When checking your peers project,
the facilitator will use your instrument (checklist and comments) as cross-reference. If your revision matches with what was found
on the projects you get the points (two points per criterion revised). If you suggested changes and the changes were applied that
will also evidence revision on your side. Each criterion will be two points. You will get 2pts if you fully asserted on your revision,
and 1pts if you were somehow right but if your miss to highlight something.
Checklist instructions: The following checklist will be used go over your peers project. After reading the project check under the box that best reflects the
content on your peers project. Add comments when necessary. Send the revision back to your peers before Monday 27th.
Fully present

Participant (P) included general information such as the name of Institution

P would apply the assignment to, description of target population (age,
level of English, and any other aspect that P considers to be important),
and nature of the course being taught. She/ he also briefly explained the
nature of the institutions and the dynamic of the English courses within it
(e.i, lessons per week, length of the lesson, etc).
Activity 1 included
objectives/content that would be assessed.
moment of the course where the assessments would be applied.
General instructions for the activity, specifying aspects like:
activity is to be done in pairs; groups of three; etc, time constrains,
SMART objective (or objectives) of the task, general explanation of
task itself and any other piece of information that the P considers

Needs
Further
improvement

Not
present

Comments

The information was very clear

and specific. As always, you
provide information in a way that
is easy and interesting to read

Objectives and instructions were

very clear, I could understand and
imagine the whole process of the
activity.
Content was not clearly specified.

necessary.
Handout (including general and specific instructions, rubrics or
evaluation breakdown or instrument to be used) to be handed out
to students.
Activity 1s objective reflected the class objective and content that it was
designed for. It was an SMART objective, and it is realistic to number of
students in the class.
-

Activity 1 is an authentic activity (as understood in the present project).

This activity is fully communicative and inclusive, allowing students to be
exposed to a real life/like situation where students can use the target
language authentically and without making only use of memorization.
Activity 2 included
objectives/content that would be assessed.
moment of the course where the assessments would be applied.
General instructions for the activity, specifying aspects like:
activity is to be done in pairs; groups of three; etc, time constrains,
SMART objective (or objectives) of the task, general explanation of
task itself and any other piece of information that the P considers
necessary.
Handout (including general and specific instructions, rubrics or evaluation
breakdown or instrument to be used) to be handed out to students.
Activity 2s objective reflected the class objective and content that it was
designed for. It was an SMART objective, and it is realistic to number of
students in the class.
Activity 2 is an authentic activity (as understood in the present project).
This activity is fully communicative and inclusive, allowing students to be
exposed to a real life/like situation where students can use the target
language authentically and without making only use of memorization.
Activity 3 included
objectives/content that would be assessed.
moment of the course where the assessments would be applied.
General instructions for the activity, specifying aspects like:
activity is to be done in pairs; groups of three; etc, time constrains,
SMART objective (or objectives) of the task, general explanation of
task itself and any other piece of information that the P considers
necessary.
Handout (including general and specific instructions, rubrics or evaluation
breakdown or instrument to be used) to be handed out to students.
Activity 3s objective reflected the class objective and content that it was
designed for. It was an SMART objective, and it is realistic to number of
students in the class.
Activity 3 is an authentic activity (as understood in the present project).
This activity is fully communicative and inclusive, allowing students to be
exposed to a real life/like situation where students can use the target
language authentically and without making only use of memorization.
did not exceed the three pages. It also the language used was appropriate,
using accurate punctuation, spelling and mechanics in general, plus the
use of suitable vocabulary and register. At least three references were
included and text comply with the required format (APA).

You really took advantage of your

students characteristics and the
institution facilities

It is an activity that students would

not only enjoy, but that definitely
will help them in their realities.

Rubrics are very clear and simple

for anyone to understand or use it.

Objectives are not only reachable

but based on the students needs

Instructions really explained in

detailed and order what students
have to do.

Again, objectives were clear and

based on students needs.

It definitely cannot be more authentic than

that.

included an analysis of Activity 1 explaining why she/he decided to apply

each of the suggested evaluations, and it would help students learning. P
stated what could be some possible problems that could faced when
applying it and how they can be solved.
included an analysis of Activity 2 explaining why she/he decided to apply
each of the suggested evaluations, and it would help students learning. P
stated what could be some possible problems that could faced when
applying it and how they can be solved.
included an analysis of Activity 3 explaining why she/he decided to apply
each of the suggested evaluations, and it would help students learning. P
stated what could be some possible problems that could faced when
applying it and how they can be solved.
included final thoughts and conclusions (from 3-4) about participants own
experience during the developing process (thoughts, reflection on your
current practice, experiences, etc).

I agree with you in the aspects you

mentioned and analyzed in every
activity