The assessment of Computer/Internet projects or any multi-media project has become a difficult task for most educators. There are no set criteria, no standard assessment tools and too many variables to take into consideration for objective evaluation.  

Many teachers are experimenting with different means of assessing their students projects. In this column, I have included two articles: 
 
Assessing an Internet Mini-Project by Pamela Segev which explains the process by which her 10th grade class in Beit Hinuh Ofek developed a internet/computer based mini-project and how they were assessed for their task. 

Assessment of the CET-Link Project by Rachel Rakovsky which discusses the criterion that are important in assessing computer projects, in comparison with traditional work in the English language learning classroom. 

  

As an English teacher at Beit Hinuh Ofek, I decided to do a mini-project based on the Internet with my A level 10th graders. We had already done some other assignments on the computer and I felt my students were ready for the challenge (even those students who HATE computers!)  

Before writing about the assessment, I think some background information would be useful.  

Pairs of students were asked to think of a topic they were interested in and to write down a number of questions they would like to find answers to by searching the Internet.  

Their topics and questions had to be approved by me.  

The project lasted for 4 double lessons in the computer lab.  

I tried to organize the pairs so there would be a more computer literate student working with a less literate one.  

The students were given the following instructions:  

It was also made clear to them that this project would be included in their final mark.  

Most students worked very seriously, some had to change their topic as they were unable to find the necessary information, and on D-Day, I received mostly WORD documents and one POWER POINT  
presentation.  

Now came the difficult job of assessing their projects. I had told my students what my criteria would be but it is easier said than done.  

My students wanted a mark, a number, and I had a hard time thinking about what percentage to give to each criterion.  

Besides, I felt it was very important to assess the process as well as the final product.  

I finally came up with the following criteria and percentages:  
  

This is my first experience and I am satisfied with the results. The students (most of them) enjoyed doing this project and some even worked at home.  

The students were exposed to plenty of English on a high level and I am sure they learned a lot. I believe this was a very positive activity.  

As for the assessment, this is my suggestion but I am definitely interested in hearing other teachers reactions.  

In my opinion what is missing is the "BIBLIOGRAPHY" or list of URLs they visited.  

I did ask them to write them down but as hardly any of my students remembered to do that, I decided not to take it into account. However, when I do another project this criterion will be compulsory.  

 

ETNI News asked Rachel Rakovsky, who worked with her students in Ramat Gan  on the CeT-Link Project, if it was difficult to implement an assessment plan for the CeT Link project.

Rachel replied, “As a matter of fact, assessing a computer project is difficult--we have been struggling with this issue throughout the year. No doubt about it, students need grades in order to be pushed towards a certain goal. Not only that, when students know that someone is going to assess them, they take the project more seriously. Since using computers in our English lessons is a relatively new idea, we English teachers have to find an alternative way of grading our students` projects. It should be more of an evaluation than a grade.”

Rachel has been working with her ninth graders on the CeT-Link Project this past year.  “I told the students that I wouldn’t give grades on any project, but I would express my opinion on their work. In turn, this could result in “a good word” on their report cards for taking part in the project.  Since only a small portion of students in the school are involved, it is also an honor to be involved.”

And how did students react?  “They were happy to hear what I thought of their projects, as well as receiving their classmates’ assessment of their work, despite the fact that this is not the traditional way of being evaluated or graded. Instead of the articles being graded according to the number of mistakes the student made in writing his or her article , it was assessed basically according to the creativity and the effort involved.

What were some of the criteria you used when you evaluated the project that might be considered different from traditional grading?
“First, credit was given for the choice of the topic. If somebody chose to write about the movie Titanic,  I feel that his choice is far less creative than, for instance, Child Labor in Israel. Right away, even before they actually started the project itself, I praised them for their choices, whereas in a regular English lesson students are not given any credit for giving a more original answer."  

“Secondly, students were told that they should make their writing interesting.. This is the most significant factor, because it is anticipated that when you publish on the Internet, other people have to read what you write. In fact, the more interesting the article, the greater number of people that will read it. So, interest has become the most crucial criterion for assessment--mistakes become less significant.”

How has this changed your approach to evaluating student work?
“The whole approach to assessment has changed!  Students should be the ones to correct their mistakes. Teachers don’t mark mistakes, and articles are sometimes published with them, which reflects the approach.  In this project, students were required to “grade” their friends` articles rather than the teachers giving grades.”

What are your thoughts about how we should be assessing these types of projects in the future?
“In the 21st century, we should give more credit for taking initiative, for working successfully in teams and for actively pursuing subjects that we are really interested in.  Isn’t that our future?”

Rachel Rakovsky 
Blich, Ramat-Gan