Evaluating & Creating activities

Students are provided a list of items they need to rank in relation to a situation and a criterion for ranking.  

Students need to come up with a list of pros and cons for an idea provided by the educator. 

The educator makes a statement and the students move to a part of the room that represents their view, from “strongly disagree” to “strongly agree”.

The educator provides a small number of problems that can be solved using different techniques. Students are instructed to write down how they would solve the problem.

Students undertake a guided reflection about the result and feedback that they received for an assessment, and the approach that they took to the assessment.

Students note down peer contributions they appreciated and put them somewhere everyone can see them (usually using digital platforms) at the end of a class or group discussion or activity.

Students use an editable webpage to contribute to and modify course related material. Wikis can be set up at the start of the semester.   

Students give a short informal presentation about current news. Students summarise the article and outline how it relates to what has been taught in the course.

Students generate a large number of ideas or solutions, focusing on quantity over quality.