As part of the Ancient History curriculum for A’ class students, an alternative form of assessment was implemented during the second semester, replacing the traditional written examination. Specifically, students were invited to create reconstructions and artistic representations related to the historical periods studied throughout the school year. These projects were accompanied by digital presentations, which the students delivered in class, drawing upon their historical knowledge and practicing their communication and research skills.
Similarly, in the Modern Greek Language course with a different group of A’ class students, the same assessment philosophy was adopted. Students worked in groups to design board games based on the thematic units and theoretical content of the course. These games were then shared and played among the groups, fostering opportunities for active learning through play and collaboration.
The pedagogical and educational objectives of these activities included:
• Active student engagement in the learning process,
• Enhancement of creativity, imagination, and artistic expression,
• Application of knowledge in original and experiential contexts,
• Development of collaboration, organization, and oral presentation skills,
• Strengthening of self-confidence and intrinsic motivation.
It is worth noting that these activities led to a marked improvement in students' social relationships, as the group-based work fostered an environment of mutual respect, communication, and teamwork. Additionally, the process revealed talents and skills in students that may not have been effectively expressed or recognized through traditional assessment methods. The projects generated a high level of interest and enthusiasm, significantly contributing to the students’ holistic development.
Responsible Educator: Andromachi Siampani (Philologist)