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Scratch  CLIL  unit  about  programming           Technologies      
                                         

 
PEER  ASSESSMENT    
Debug  and  fix  the  programs  of  your  colleagues.  
 

In   this   unit   students   have   the   chance   to   put   the   knowledge   and   procedures   they   have   learnt   into   practice   which   aim  
to  get  students  used  to  working  with  information  and  communication  technologies.  

The  CLIL  unit  includes  teaching  and  learning  activities  linked  to  the  basic  competences  for  lifelong  learning.  At  the  
end   of   the   tasks   required,   students   will   have   to   make   a   reflection   on   their   learning   assessing   the   Works   of   their  
classmates  using  a  Rubric  to  assess  different  the  key  competences.  

Rubric   to   measure   learning   povides   detailed   explanations   of   an   assignment   and   it   can   assist   students   in   both,  
completing   tasks   and   thinking   about   their   performance.   Additionally,   Rubric   helps   to   assess   quickly   with   a   greater  
level  of  meaningful  feedback.  

In   all   the   European   education   system,   students   must   achieve   the   following   basic   competences   before   they   finish  
compulsory   education   so   that   they   are   prepared   for   the   challenges   that   they   will   face   in   their   personal   and  
professional  lives:  

• Linguistic  competence.  
• Mathematical  competence.  
• Competence  in  knowledge  and  interaction  with  the  physical  world.  
• Data  processing  and  digital  competence.  
• Social  competence  and  citizenship.  
• Cultural  and  artistic  competence.  
• Learning  to  learn.  
• Autonomy  and  personal  initiative.  
 

   

    Author:  José  Ruiz  Pérez  –  Pastor       1  

       
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Scratch  CLIL  unit  about  programming           Technologies      
                                         
 

In   the   following   tasks   are   included   different   basic   competences   to   be   graded   and   referenced   in   the   Rubric   with   the  
correspondent  number.  

1.   LINGUISTIC   COMPETENCE.   This   competence   is   acquired   through   the   ability   to   express   ideas   and   reason,   analyse  
approaches   that   are   different   to   one’s   own,   reach   decisions   through   dialogue   and   negotiation,   accept   the   opinions   of  
others,  etc.  Students  will  have  to  use  a  foreign  language  to  express  their  ideas  and  works.  

2.   MATHEMATICAL   COMPETENCE.   This   competence   is   acquired   through   the   use   of   appropriate   mathematical   tools   to  
include  measurements  and  scales,  interpretation  of  variables,  basic  calculations,  etc.  

3.  COMPETENCE  IN  KNOWLEDGE  AND  INTERACTION  WITH  THE  PHYSICAL  WORLD.  This   competence   is   acquired   through  
the   development   of   skills   for   working   with   objects   confidently   and   understad   technological   objects,   processes,   systems  
and   contexts   and   be   familiar   with   the   technological   method   for   solving   problems   and   use   it   in   order   to   identify   and  
respond  to  different  needs.  

4.   DATA   PROCESSING   AND   DIGITAL   COMPETENCE.   This   competence   is   acquired   through   the   use   of   information   and  
communication  technologies,  especially  for  finding,  processing,  creating,  storing  and  presenting  information.  

5.   SOCIAL   COMPETENCE   AND   CITIZENSHIP.   This  competence  is  acquired  through  the  ability  to  develop  social  skills  that  
promote  respectful  and  tolerant  discussion  of  ideas,  conflict  management  and  decision-­‐making.  

6.  LEARNING  TO  LEARN.  By  developing  strategies  for  solving  technology  problems.  

7.   AUTONOMY   AND   PERSONAL   INITIATIVE.   This  competence  is  acquired  through  exercising  the  technological  approach  to  
solving   problems:   defining   of   the   problem,   planning   and   carrying   out   the   project,   evaluating   the   solution,   making  
suggestions  for  improvements,  etc.  This  process  can  also  help  students  to  develop  personal  qualities,  like  initiative,  self-­‐
improvement,  perseverance,  autonomy,  self-­‐criticism,  self-­‐esteem,  etc.  

   

    Author:  José  Ruiz  Pérez  –  Pastor       2  

       
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Scratch  CLIL  unit  about  programming           Technologies      
                                         
 

Source:  http://hs-­‐computerliteracy.ism-­‐online.org/project-­‐rubrics  

Standard  1:  “Construct,  Create  and  Innovate”  Students  will  understand  that  technology  is  a  tool  for  knowledge  
construction,  creativity  and  innovation.  

Benchmark  1.)  Employ  curriculum-­‐specific  simulations  to  practice  critical  thinking  processes    

Task  1.)  Through  online  tutorials  and  research,  find  out  how  to  use  Scratch  to  create  a  functioning  program.  Your  project  
should  show  your  ability  to  use  the  program  to  provide  an  example  of  the  application’s  capabilities.  You  should  have  at  
least  6  different  program  elements,  which  show  6  different  skills  you  learnt  about  the  program.  

Standard  2:  “Collaborate  and  Publish”  Students  will  understand  that  collaboration  with,  and  publication  for,  other  people  
using  digital  tools  and  media  can  enhance  learning.  

Benchmark  2.)  Create  and  publish  an  online  multimedia  presentation  with  examples  and  commentary  that  demonstrate  an  
understanding  of  subject  specific  content  

Task  2.)  Post  your  project  in  the  collaborative  blog  and  present  it  to  your  classmates.  Explain  how  you  went  about  your  
investigation  of  the  program  and  used  it  to  demonstrate  understanding.  Spend  5  minutes  writing  a  learning  log  about  
what  you  have  learned  each  day  and  include  this  reflection.  

Standard  3:  “Research,  Manage  and  Problem  Solve”  Students  use  critical  thinking  skills  to  plan  and  conduct  research,  
manage  projects,  solve  problems,  and  make  informed  decisions  using  appropriate  digital  tools  and  resources  

Benchmark  3.)  Collect  and  analyze  data  using  digital  tools  to  identify  solutions  and/or  make  informed  decisions  

Task  3.)  Complete  a  peer  evaluation  of  a  classmate’s  work  that  celebrates  their  successes  and  suggests  any  changes  that  
could  be  made  to  make  it  better.  

Standard  4:  “Apply,  Evaluate  and  Use”  Students  apply  digital  tools  to  gather,  evaluate,  and  use  information.  

Benchmark  4.)  Selecting  appropriate  digital  tools  or  resources  for  a  real-­‐world  task  and  justify  the  selection  based  on  their  
efficiency  and  effectiveness  

Task  4.)  In  your  research  you  must  find  at  least  5  useful  resources  (websites,  tutorials,  etc).  In  a  short  paragraph  for  each  
link,  you  must  to  explain  why  each  tool  was  appropriate  to  your  project.  You  must  also  explain  how  the  tool  helped  you  
complete  the  project.    

Standard  5:  “Use  of  a  foreign  language  in  writing”.  Students  use a foreign language to express their ideas and
works.

Benchmark  5.)  Learn through the medium of a foreign language. Use the necessary core language to enable
them to express and discuss the concepts in an appropriate, academic style.  

Task  5.)  The  log  included  in  the  blog  must  be  written  in  a  foreign  language.  

    Author:  José  Ruiz  Pérez  –  Pastor       3  

       
 4  
Scratch  CLIL  unit  about  programming           Technologies      
                                         
http://www.scratchprogramming.org/scratch-project-rubrics/

Needs  more  work   Average   Good   Excellent  

 
(0  points)   (1  point)   (2  points)   (3  points)  

Creative   and   has   a  

unique   design.  
Students   show   Project   is   very   creative   and  
Students   have  
progress   in   learning   clearly   demonstrates   unique  
Project   Project  incomplete.   learned   and   applied  
and   applying   up   to   6   ideas.   Well   written   advanced  
Students  struggle  to   more   than   6  
Design/Creativity.   functions   to   their   design.   Students   have   learned  
apply  meaningful   functions   to   their  
chosen   image   or   and   applied   more   than   6  
functions  to  their   chosen   image   to  
images   to   produce   functions   to   their   chosen   image  
3.  4.  6.  And  7.   chosen  image   produce   a  
an   average   to   produce   a   masterfully  
significantly  
manipulated  product   manipulated  product.  
manipulated  
product.  

Project  is  not  user  

User  friendliness.   Project   is   not   so  
friendly.  Difficult  to   Project   is   user  
user-­‐friendly;   some   Project   is   extremely   user-­‐
understand  what  it   friendly   and   easy   to  
parts   are   not   easy   to   friendly.  
3.  4.    And  5.   does  or  how  to  use  
understand.  
understand.  
it.  

Students   have  
Collaboration  and   Students  have  not   Students   have  
completed   Students   have   completed  
completed  a   completed   vaguely   a  
publishing.   significantly   a   masterfully   a   learning   log   about  
learning  log  about   learning   log   about  
learning   log   about   what   they   have   learned   each  
what  they  have   what   they   have  
what   they   have   day.  
1.  3.  4.  6.  And  7.   learned  each  day.   learned  each  day.  
learned  each  day.  

Scripts   may   have  

Scripts   are   all   working,   very  
Programming  (Scripts).   some   errors   and   do   All   scripts   are  
well   designed   and   using  
not   work   perfectly.   working   and   the  
Scripts  do  not  work.   advanced   programming  
Student   does   not   student   understands  
1.  2.  3.  And  4.   understand   some   of   all  the  scripts.  
techniques.   Student   has   very  
good  understanding  of  scripts.  
the  scripts.  

They   have   not   been  

Backgrounds  and   Are   all   named   Are   all   named   properly,   and  
named   correctly.   Some   have   not   been  
properly   and   blend   very   well   designed.   They   fit  
Sprites.   They   are   designed   named   and   do   not  
nicely   together   to   together   very   well   making   the  
poorly   and   distract   blend   well   into   the  
enhance   the   project   project   look   like   an   advanced  
from   the   project   project.  
3.  4.  And  7.   design.   design.  
design.  

Students   have   Student   have  

Students   have   not   started   to   identify   identified   and   Student   have   identified   and  
Sources.   provided   or   have   not   and   locate   up   to   5   located   5   help-­‐ located   more   than   5   help-­‐
explained   the   use   of   help-­‐resources   but   resources   and   resources   and   explained   their  
help-­‐resources   in   could   further   explain   explained   their   usefulness   both   for   the   project  
5.  And  6.   completing   the   their   usefulness   in   usefulness   in   and   future   projects   using   the  
project   completing   the   completing   the   software  
project   project  

Many   sentence   Most   sentences   are  

All   sentences   are  
fragments   or   run-­‐on   complete   and   well-­‐
complete   and   well-­‐
sentences   OR   constructed.   Sentences   and   paragraphs   are  
Use  of  a  foreign   constructed.  
paragraphing   needs   Paragraphing   needs   complete,   well-­‐constructed   and  
language.   lots  of  work.   some  work.   of  varied  structure.  
Writer   makes   2   or  
less   errors   in  
1.  4  5.  6.  And  7.   Writer   makes   more   Writer   makes   5   or  
grammar   and/or  
Writer   makes   no   errors   in  
than   5   errors   in   less   errors   in   grammar  or  spelling.  
spelling.  
grammar   and/or   grammar   and/or  
 
spelling.   spelling  

    Author:  José  Ruiz  Pérez  –  Pastor       4  

       
 5  
Scratch  CLIL  unit  about  programming           Technologies      
                                         
 

COMMENTS  
There  will  be  a  free  space  to  write  your  conclusions  about  the  work  of  your  classmates.  You  can  locate  an  error  in  
someone's  code  and  help  to  debug  the  program.  You  can  include  what  you  would  improve  or  add  new  ideas  to  the  
developers  of  the  program,  etc.    

Grading  the  projects  from  1  to  10,  the  final  mark  is  obtained  with  this  table:  

0-­‐2  points  1   5-­‐6  points  3   9-­‐11  points  5   14-­‐15  points  7   17-­‐18  points  9  
3-­‐4  points  2   7-­‐8  points  4   12-­‐13  points  6   15-­‐16  points  8   19-­‐21  points  10  
 

Timeline:    
Week  1  

Class  1   Class  2   Class  3  

• Brainstorm   • Start  work  on   • Work  on  your  

concept  ideas   your  project   project  and  
from  other   and  research   continue  
classes.   on  how  to  use   research.  
• Play  with   the  software.   • Start  the  
programs  and   • Formulate  a   review  of  the  
decide  on  one   plan  for  the   resources.  
to  use.   coming  days.   • Complete  
• Complete   • Complete   Learning  Log.  
learning  log.   Learning  Log.    
 

Week  2  

Class  4   Class  5   Class  6  

• Finish  Review  
of  the   • Finish  work  on  
resources  and   your  project  
write  it  down   and  post  your   • Publish  in  the  
for  your  log.   project  to  your   blog  and  
e-­‐portfolio   present  your  
• Continue  work  
• Do  reflection   work  to  your  
on  the  project  
on  your   classmates.  
and  
integrating  the   learning  over   • Do  peer  
class  concepts   the  project.   evaluation  
you  have   • Complete    
chosen.   Learning  Log  
• Complete    
Learning  Log.  
 

    Author:  José  Ruiz  Pérez  –  Pastor       5