This document provides examples of tools for assessing student work: a rubric for teacher assessment, an assessment contract for peer assessment, and a self-assessment target for student self-assessment. The teacher's rubric includes criteria for identifying the problem, selecting strategies, and expressing the solution, each rated on a scale from excellent to poor. The peer assessment contract allows students to assign points and sign off to evaluate partners. The self-assessment target is a circle graph where students mark their performance on different criteria and explain areas for improvement.

1. Why not CLIL?
1
TASK 1
Module 4
Prepare the tools of your assessment
Let’s try to prepare some tools to do your assessment with your students. We want you to
assesfromdifferentpointsof view:
 Teacher’s assessment. You need to create a Rubric. There you have an example: it’s in
Spanish,youdecide whatlanguage isbetterforyourstudentstounderstand.
 Peer’s assessment. You need to create an Assesment Contract. With this document the
group or the pair who has worked together sit down and talk about which mark they are
going to give to the rest of the members of the group attending a serial of
criteria. Students will discuss and arrange a final mark. When everybody is agreed they
will sign, if they don’t get an agreement the teacher will talk with them until they get the
agreement. Here youare an example soyoucanhave an idea.
 Self-assessment. You need to create a Self-assessment Target. This document will help
you to know your student’s assessment about their own work. Each student will have the
target and the rubric. They will read the rubric and they will decide in each criteria what
mark they have. So they will draw a spot in the point in which the line of the criteria joins
the circle of the mark. With all the dots they will create an area and colour it. At the back
part of the paper, they can explain the reasons and how to improve it. Here you are an
example soyoucan have an idea.
Upload the three tasks in the same document.

2. Why not CLIL?
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TEACHER’S ASSESSMENT
SOLVING MATHEMATICAL PROBLEMS
Problema 4
EXCELENTE
3
BIEN
2
REGULAR
1
MAL
Identificael
problema
Sabe identificar
el objetivodel
problemay
localizarlos
datosi los
expresacon
claridady rigor
Sabe identificar
el objetivodel
problemay
localizarlos
datospero no
losexpresacon
claridady rigor
No sabe
identificarel
objetivodel
problemapero
localizalosdatos
No sabe
identificarel
objetivodel
problemani
localizalosdatos
Seleccionalas
estrategias
Seleccionay
aplicalas
estrategias
adecuadascon
precisiónyrigor
Seleccionay
aplicala
estrategia
adecuadapero
no lohace con
rigor
matemático
Seleccionalas
estrategias
adecuadaspara
resolverel
problemapero
no lasaplica
correctamente
No selecciona
lasestrategias
adecuadaspara
resolverel
problema
Expresa
adecuadamente
la solución
Expresa
adecuadamente
la solucióndel
problema
Da sólola
solución
numéricadel
problema
El resultadoes
incompleto
No da el
resultadodel
problemaolo
da incorrecto

3. Why not CLIL?
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PEER’S ASSESSMENT
SOLVING MATHEMATICAL PROBLEMS
Name of the partneryouare evaluating:__________________________
Points:________________ (Maximum 10 Points)
Name of the partneryouare evaluating:__________________________
Points:________________ (Maximum 10 Points)
Name of the partneryouare evaluating:__________________________
Points:________________ (Maximum 10 Points)
Your signatures:
The scoring can helpyouto evaluate yourteampartner:
 Team value
 Readyto work
 On time
 Team work
 Correct resolutionof the problem

4. Why not CLIL?
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SELF-ASSESSMENT (Mark with a cross)
SOLVING MATHEMATICAL PROBLEMS
CATEGORY
I should
improve
Well Very well Excellent
I identifythe
problem
I selectthe right
strategiesto
solve the
problem
I adequately
expressthe
solution