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    Depaty Alvio - 0203519085 - Assessment in ELT

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    Depaty Alvio Jh
    This document contains 16 questions about assessment in project-based learning. The answers provide the following key points: 1. Individual skills in group-based PjBL can be seen through self and peer assessment, with students presenting individual contributions. 2. If a group's project does not achieve a passing grade, the teacher can provide remedial time for students to improve. 3. Potential disadvantages of PjBL include problems in group dynamics if some students do most work or if members refuse to collaborate out of skill concerns. The summary covers the main assessment-related topics addressed across the questions and answers, focusing on evaluation of individual contributions to group work, remediation options, and potential collaboration

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    Depaty Alvio - 0203519085 - Assessment in ELT

    Uploaded by

    Depaty Alvio Jh
    28 views2 pages
    This document contains 16 questions about assessment in project-based learning. The answers provide the following key points: 1. Individual skills in group-based PjBL can be seen through self and peer assessment, with students presenting individual contributions. 2. If a group's project does not achieve a passing grade, the teacher can provide remedial time for students to improve. 3. Potential disadvantages of PjBL include problems in group dynamics if some students do most work or if members refuse to collaborate out of skill concerns. The summary covers the main assessment-related topics addressed across the questions and answers, focusing on evaluation of individual contributions to group work, remediation options, and potential collaboration

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    Depaty Alvio_0203519085_Assessment in ELT

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    This document contains 16 questions about assessment in project-based learning. The answers provide the following key points: 1. Individual skills in group-based PjBL can be seen through self and peer assessment, with students presenting individual contributions. 2. If a group's project does not achieve a passing grade, the teacher can provide remedial time for students to improve. 3. Potential disadvantages of PjBL include problems in group dynamics if some students do most work or if members refuse to collaborate out of skill concerns. The summary covers the main assessment-related topics addressed across the questions and answers, focusing on evaluation of individual contributions to group work, remediation options, and potential collaboration

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    © All Rights Reserved
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    28 views2 pages

    Depaty Alvio - 0203519085 - Assessment in ELT

    Uploaded by

    Depaty Alvio Jh
    This document contains 16 questions about assessment in project-based learning. The answers provide the following key points: 1. Individual skills in group-based PjBL can be seen through self and peer assessment, with students presenting individual contributions. 2. If a group's project does not achieve a passing grade, the teacher can provide remedial time for students to improve. 3. Potential disadvantages of PjBL include problems in group dynamics if some students do most work or if members refuse to collaborate out of skill concerns. The summary covers the main assessment-related topics addressed across the questions and answers, focusing on evaluation of individual contributions to group work, remediation options, and potential collaboration

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    © All Rights Reserved
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    Depaty Alvio_0203519085_Assessment in ELT

    90 minutes

    Question

    1. How does the PjBL represent the individual's skill as your examples are in the form of group?
    2. What is the action if the group of the students do not achieve passing grade in their PjBL results?
    3. what are the pre-service teachers’ perceived advantages and disadvantages of implementing a
    project-based learning approach for teaching - learning process?
    4. When is the right time to conduct a product or project assessments? And are there any
    guidelines that can teachers use to make these assessments?
    5. What are the difficulties faced by the English teacher in assessing the project-based learning?
    6. Can portfolio apply in all education level (elementary, junior and senior high school) ?
    7. is there a special assessment for students who have hearing, sight, and mute disabilities?
    8. Can you tell us the differences between standardized test before and after the regulation of
    Merdeka Belajar?
    9. How do we meausure how objective self assessment and peer Assessment are?
    10. How's the application of the assessments considering the policy made by our Min of Edu about
    the lesson plan model (rpp 1 lembar)?
    11. is there any standardized about how percentage or in your opinion about the influence of peer
    assessment in final score ?
    12. how important is the daily test? then, if you were a student, would you enjoy this daily test?
    13. Related to affective domain, beside spiritual and social attitudes, what else is the attitude aspect
    which is necessary assessed in learning process?
    14. How can the teacher make sure that the questions of the test is valid while, on the other hand,
    the test questions will be used in a little time later?
    15. How does a teacher measure the test questions that meet reliability during this pandemic of
    Covid-19?
    16. How do you fully engage all students and hold their interest throughout the unit of material in
    order to maintain the reability and validity of the test during this pandemic?

    Answer

    1. The individual skill can be seen based on the self assessment and It is strengthened with peer
    assessment. Then, when the group have presentation, they will have a part to show their
    performance and contribution one by one.
    2. As explained in the step of conducting PjBL, the part number 4 is 'monitor the students and the
    progress of their project'. In this step, the students report their project progress and teacher
    gives feedback. So, if in the final their project do not achieve passing grade, the teacher can give
    time for remidial.
    3. Related to the disadvanteges, in group dynamics, problems might occur when few students do
    most of the work. The team collaborates on not working together. Sometimes this happens
    because one or more students refuse to do the work, kerjasama, yg satu kerja yg lain sama
    sama. Dannnn.... other times it happens because one or two members do not want others
    involved, fearing that their grade will be damaged by the efforts of peers they perceive as having
    lesser skills.
    4.

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