Causal attributions is the process by which students declare their success and/or failure. Causal attributions influence pupils' emotions, their motivation to learn and their choice of tasks. Within causal attributions you can distinguish 3 dimensions: 1. locus of control: internal and external2. controllability versus uncontrollability of the cause3. stability versus variability
The teachers and learners, consider and evaluate 'stopmotion' as an evaluation phase within a lesson in different ways within one lesson time.
1. Peer evaluation:
The teacher, together with the class, watches the videos of all groups via the IWB. The result of each group is discussed throughout the classroom group and focuses on the three criteria that the stop-motion video must meet and on cooperation in a group.
Each group receives an evaluation form. The students write down the names of the group members in the form and discuss the rubrics together: the story is clearly illustrated, the images are fluent, the film shows creativity, we could quickly use the software to make a stop-motion film, use the right images to give shape to our idea, check and adjust in order to make a successful film. With a cross they indicate which assessment suits them best. Afterwards, the groups give their form to the teacher.
3. Teacher evaluation:
On the form for each group, the teacher in turn assesses the three rubrics for each field of study. Afterwards, the teacher discusses with each group to see if the group's findings are consistent with the teacher's opinion. The teacher explains the successes and failures of the students in manageable, variable and internal terms. During this evaluation it is important that the students praise for their commitment.
Evaluatie. (2019). Geraadpleegd op 27 mei 2019 via https://www.ovsg.be/
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