Section II.

Assessing Needs Rubric

15%- 44 PTS total
Name: Antonio Mora Date: September 26th, 2015 Obt Pts. _43___. Obt % __14.6___

Instructions. Needs Assessment is a very misunderstood fellow. As teachers we may say that we are always assessing needs, and that is
true, but the question is whose needs? And how are they being assessed? What about the whats, hows and whens of needs
assessment? During this task you will be reflecting on, and designing activities for the assessment of needs of the course you are
redesigning. Do take into account the analysis you did in Section I so to continue with the reflection process. You will be developing a
pre-course needs assessment based on the information you already know (like the information gathered for Section 1), then you will
design two activities/instruments to assess needs at the beginning of the course, and you will also design two activities/instruments for
on going assessment. The rubric below specifies the minimum requirements:

Needs Assessment Rubric
Initial Assessment suggested activities
Statement of activities: The teacher
identified 2 activities that could be
applied to the target students at the
beginning of the course to find out
students needs.
Generalities about activities: The
activities were developed by highlighting
at least the following elements:
target group
name of the activity
purpose of the activity (stated like
an objective)
Outline (What is the activity about,
steps, materials, etc.
Instruments and/or list of material
that may be required
Moment (week, day) when it is
expected to be applied
Rationale: The teacher chose one of the
activities and analyzed it by answering at
least the following questions:
1. What information does it gather?
2. Is the activity focused on gathering

Needs
Improve
ment

Developin
g

Accompl
ished

Exempla
ry

Both activities are interesting and dynamic. I can

picture students engaged in it.
I noticed that the first activity you mentioned that
he purpose is to recognize learning styles, This is a
good idea, especially because I noticed that your

information that you will analyze or

does it also ask students to:
identify problems and possible
solutions?
identify priorities?
reflect on their own learning
process?

game has a variety of activities, from puzzles to

tongue twisters, which required very different skills.
A questions I have is in regards to how to tell
students MI with an activity; how do you measure
it, based on Ss ability to solve the task? What if an
student does not solve the task? Will that tell you
he/she is not a particular MI?

3. How will you and the students use

this information?

I think that having students choose the task or the

way of performing the task may also be a good
way of getting a hint of student preferences.
In regards the second tasks I really appreciate the
fact that you are using authentic material.
Now, I noticed you have 5 different tasks, does
that mean you are going to play the audio five
times?

Problematizing:
Teacher problematized on possible
situations that may be faced when
applying the activity that is being
analyzed (answering questions LIKE: What
skills do students need to carry it out? In
others words, are the students familiar
with this type of activity or do they have
to be taught how to do it?)
On going Assessment suggested
activities
Statement of activities: The teacher
identified 2 activities that could be
applied to the target students at the
beginning of the course to find out
students needs.
Generalities about activities: The
activities were developed by highlighting
at least the following elements:
target group
name of the activity
purpose of the activity (stated like
an objective)
Outline (What is the activity about,

steps, materials, etc.

Instruments and list of material that
may be required
Moment (week, day) when it is expected
to be applied
Rationale: The teacher chose one of the
activities and analyzed it by answering at
least the following questions:
4. What information does it gather?

In both activities you might want to consider using

some sort of instrument to keep track of
information at a student level. It is important to
make sure you have systematized the way you
are going to collect and use the information
onllected.

5. Is the activity focused on gathering

information that you will analyze or
does it also ask students to:
identify problems and possible
solutions?
identify priorities?
reflect on their own learning
process?
6. How will you and the students use
this information?
Problematizing:
Teacher problematized on possible
situations that may be faced when
applying the activity that is being
analyzed (answering questions LIKE: What
skills do students need to carry it out? In
others words, are the students familiar
with this type of activity or do they have
to be taught how to do it?)

Generalities
References and text comply with the
required format (APA).
Language used was appropriate, using
accurate punctuation, spelling and
mechanics in general, plus the use of
suitable vocabulary and register.

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J

Exemplary: It means that the corresponding criterion is evident and/or well developed. Student demonstrates mastery and
understanding of the criterion requested.
Accomplished: It means that the criterion was well developed but there is room for improvement either in form or in content
(depending on the criterion). Student demonstrates good understanding of the criterion requested. There might be something not
fully developed but it did not compromise the quality of the assignment.
Developing: St demonstrated understanding of the criterion by developing it, however it is somewhat incomplete or needs
improvement. St demonstrates to be moving forward in her/his learning process but further support and deeper development or
completeness is required. St may want to double check notes, readings; or ask for further explanations/support from peers or
instructor.
Needs further improvement: It means there was a modest development or presence of the corresponding criterion. Student may want
to double read assigned readings. Student may want to consider double-checking notes and requesting for the support of peers and
instructor. The criterion needs more development and analysis, or needs to be entirely stated.