Examples
Next, two tables are shown that allow evaluating the activity both during development and at the end of it.
As an example, let’s say that each of the activities that make up the gymkhana contains 5 items to solve (for example, 5 anagrams):
| 1 | 2 | 3 | 4 | 5 | |
| Anagrams. | |||||
| True/false questions. | |||||
| Couples | |||||
| Order procedures | |||||
| Quiz | |||||
| TOTAL TIME |
The number of correct answers in each of the activities will be marked, as well as the total time that the student has invested in developing all of them.
At the same time, the following rubric will also be used to evaluate the activity’s own development and thus have the necessary information to introduce changes if necessary:
| 1 | 2 | 3 | 4 | 5 | |
| Motivation’s of the student score. | |||||
| Student participation’s score. | |||||
| Knowledge of the activities to be carried out score. | |||||
| General content skill. | |||||
| Activity most accepted by students. | |||||
| More complex activity for students. | |||||
| Incidents in the realization. |
In the case that the activity is carried out in a group, the items that are recommended to be evaluated are the following:
| 1 | 2 | 3 | 4 | 5 | |
| Participation of group members. | |||||
| Communication between group members. | |||||
| Collaboration with students with more difficulties. | |||||
| General content management level. | |||||
| TOTAL TIME |
