![]() Because I am in the throes of end of semester grading, this will be a quick post, but this topic is very, deeply important to me, so I may have to come back to it later. I know it is probably not practical to be tinkering and inventing while trying to close out a semester, but there is something about grading performance assessments that always triggers inspiration and invention for me. Do you experience that, too? Some of the things I dislike about performance based instruction are the difficulty in (a) making time for my students to receive meaningful feedback; (b) giving them a task that allows them to reflect on that feedback; and (c) getting the grading done in a timely fashion so that both of those things can happen. That being said, I have been playing around with "assigning" assessments on Google Classroom, attaching a feedback document and posting my students' assessment feedback in their copies of the document that Google creates for them. Here are some templates to consider: Interpersonal Speaking Feedback Form + Student Reflection Presentational Speaking Feedback Form + Student Reflection
Last Thoughts (for now)So far, I am pretty excited about the potential here. I am still working out kinks and trying to figure out the best way to streamline my workflow for interpersonal speaking assessments since there are two students I am listening to at one time. I am convinced that a Google Drive Add On by Alice Keeler could solve that problem, but I don't have a solution yet. I'll keep you posted!
Happy coaching, grading and winding down to winter break, friends!
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