Used in conjunction with either traditional or authentic assessment, the critique is an instructor-to-learner assessment. These methods  can also be used either individually, or in a classroom setting.  The word critique sometimes has a negative connotation, and the instructor needs to avoid using this method as an opportunity to be  overly critical of learner performance. An effective critique considers good as well as bad performance, the individual parts,  relationships of the individual parts, and the overall performance. A critique can and usually should be as varied in content as the  performance being evaluated.  A critique may be oral, written, or both. It should come immediately after a learner’s performance, while the details of the  performance are easy to recall. An instructor may critique any activity a learner performs or practices to improve skill, proficiency,  and learning. A critique may be conducted privately or before the entire class. A critique presented before the entire class can be  beneficial to every learner in the classroom, as well as to the learner who performed the exercise or assignment. In this case, however,  the instructor should avoid embarrassing the learner in front of the class.  There are several useful ways to conduct a critique.  The instructor leads a group discussion in an instructor/learner critique in which members of the class are invited to offer criticism of  a performance. This method should be controlled carefully and directed with a clear purpose. It should be organized, and not allowed  to degenerate into a random free-for-all.  The instructor asks a learner to lead the assessment in a learner-led critique. The instructor can specify the pattern of organization and  the techniques or can leave it to the discretion of the chosen leader. Because of the inexperience of the participants in the lesson area,  learner-led assessments may not be efficient, but they can generate learner interest and learning.  For the small group critique, the class is divided into small groups, each assigned a specific area to analyze. Each group presents its  findings to the class. It is desirable for the instructor to furnish the criteria and guidelines. The combined reports from the groups can  result in a comprehensive assessment.  The instructor may require another learner to present the entire assessment. A variation is for the instructor to ask a number of  learners questions about the manner and quality of performance. Discussion of the performance and of the assessment can often allow  the group to accept more ownership of the ideas expressed. As with all assessments incorporating learner participation, it is important  that the instructor maintain firm control over the process.  A learner critiques personal performance in a self-critique. Like all other methods, a self-critique receives control and supervision  from the instructor.  A written critique has three advantages. First, the instructor can devote more time and thought to it than to an oral assessment in the  classroom. Second, learners can keep written assessments and refer to them whenever they wish. Third, when the instructor asks all  learners to write an assessment of a performance, the learner-performer has the permanent record of the suggestions,  recommendations, and opinions of all the other learners. The disadvantage of a written assessment is that other members of the class  do not benefit.  Whatever the type of critique, the instructor should resolve disagreements and correct erroneous impressions. The instructor also  makes allowances for the learners’ relative inexperience. Normally, the instructor should reserve time at the end of the learner  assessment to cover those areas that might have been omitted, not emphasized sufficiently, or considered worth repeating.  Written Critique  Self-Critique  Individual Learner Critique by Another Learner  Small Group Critique  Learner-Led Critique  Instructor/Learner Critique  Critiques and Oral Assessments  6-10 