SITUACIÓN DE APRENDIZAJE:
HOW MUCH? ( Relative
5- INSTRUMENTOS DE EVALUACIÓN Y CRITERIOS DE CALIFICACIÓN
Con el fin de comprobar el logro de los objetivos propuestos para la ESO y Bachilleratos, los métodos elegidos , proporcionan diferentes instrumentos que cubren las principales modalidades de evaluación:
Evaluación inicial
El Diagnostic Test es un instrumento para la evaluación inicial del alumnado que permite comprobar sus conocimientos previos. Los resultados obtenidos serán el punto de partida para adecuar los nuevos aprendizajes.
Autoevaluación
Cada método propone diferentes formas de autoevaluación, bien a través del apartado review que aparece al final de cada unidad en el método Mosaic, o bien al final de cada tres unidades como en los métodos : New English in use 3, New English In Use 4 y Trends 1 .
Además de proporcionar feedback al propio alumnado , estas secciones serán utilizadas por el profesorado para retroalimentar su práctica docente y el proceso de enseñanza- aprendizaje. Por tanto, tendrá una función sumativa (conocer lo que cada alumno/a ha aprendido hasta el momento) y formativa (introducir cambios y mejoras en la planificación y puesta en práctica de las sesiones siguientes).
3. Tests
Para la observación formal a partir de pruebas, se elaboran siempre y cuando sea necesario, tests a diferentes niveles para la evaluación de lo aprendido . 4. Evaluación formativa
Para la observación diaria de la participación de los alumnos/as en las actividades de clase, todos los métodos aportan material complementario como: website, projects, traducción, listenings,dictados portfolio , coevaluación ,etc que junto con la autoevaluación ayudan al profesor y al alumno en la práctica docente y en el aprendizaje.
A raíz de la necesidad que siempre ha planteado el Departamento de reforzar la expresión y comprensión oral (Speaking and Listening) consideramos que debemos dirigir nuestro esfuerzo a alcanzar el objetivo de mejora en estas destrezas.
Para lograr este objetivo nuestro punto de partida será:
Comprobar el nivel de competencia curricular del alumno. Para ello, nos apoyaremos en el diagnóstico inicial y en la observación diaria, ya que los agrupamientos tienen un carácter flexible; los alumnos pueden pasar del refuerzo a la extensión o viceversa, dependiendo de su progreso.
Agrupar a los alumnos por refuerzo o por extensión adaptándoles las tareas a su nivel curricular. Coordinar las tareas entre los dos profesores que atiendan a un mismo grupo.
Las tareas que se van a realizar para mejorar la expresión y comprensión oral se apoyarán en los recursos que aporta el material curricular elegido para cada nivel: audiciones, role-plays,diferentes situaciones que tengan que ver con la vida cotidiana, diálogos, entrevistas, debates, presentaciones, opiniones, descripciones, proyecciones de películas, canciones, etc.
Los profesores, profesor titular del grupo-clase y profesor que imparta Apoyo Educativo en1º ESO y Clases Prácticas en 3º y 4º ESO, serán los responsables del desarrollo y adaptación de las tareas que se hayan planificado para alcanzar las mejoras propuestas.
Estas acciones de mejora se realizarán en una sesión semanal a lo largo de todo el curso escolar.
Los instrumentos de evaluación y los criterios de calificación utilizados para el Listening se basarán en pruebas elaboradas por el Departamento y para el Speaking son los que se recogen en la siguiente plantilla:
EVALUATION CHART AND ASSESSMENT CRITERIA. Esta rúbrica es la utilizada en los cursos para puntuar la producción oral de 1º y 2º ESO.
SPEAKING 5 Excellent 4 Very good 3 Good 2 Poor 1 Bad
Grammar and vocabulary 25%
Grammar and vocabulary are usted correctly. A lot of details. High variety of structures and
vocabulary.
Few grammar and vocabulary mistakes. Variety of structures and vocabulary.
Some grammar and vocabulary mistakes. Some difficulties in the use of structures and vocabulary.
A lot/ serious grammar and vocabulary mistakes. Limited use of vocabulary and grammar structures.
Most grammatical structures and
vocabulary are wrong. Vocabulary and grammatical structures do not correspond to the task. Pronunciation and intonation 25% Excellent. No mistakes in pronunciation and intonation.
Speaks with few
occasional mistakes. More frequent mistakes.
Lots of / more serious mistakes. Monotone voice.
Lots of very serious mistakes in pronunciation and intonation. No attempt to try English oral patterns.
Fluency
25% Smooth and fluid speech.
A high degree of fluency. Few hesitations; a slight search for words; just one or two inaudible words.
Speech relatively smooth, a few more hesitations; some searching for words; volume wavers.
Speech is frequently hesitant. Some
uncompleted sentences and unsaid words; volume very low.
Speech is slow, hesitant; difficulty in perceiving continuity in speech; inaudible.
Oral comprehension 25%
Student asks all questions / answers all questions in an
appropiate way.
Student asks most questions / answers most questions in an
appropiate way.
Student succeeds in asking / answering some questions, although briefly.
Student does not ask or answer lots of them. Student does not understand/ ignores lots of the questions/answers.
Student fails to ask or answer almost all of them. Student doesn’t understand almost anything. Para 3º ESO Very good 4 Good 3 Poor 2 Bad 1 Grammar 16.7%
Grammar covered in class used to commmunicate effectively.
Few minor grammatical difficulties, not using the grammar studied in class, few mistakes.
Some grammatical mistakes, leading to many minor difficulties or a breakdown in
comunicación.
Lots of grammatical mistakes that severely hampered comunication.
Vocabulary 16.7%
High variety of vocabulary studied in class was used to express ideas eloquently.
A few minor difficulties for not using appropiate vocabulary.
Some difficulties due to limited vocabulary use.
Communication was severely hampered due to lack of vocabulary.
Fluency 16.7%
Fluid speech. Language flows and develops through the presentation.
Some minor difficulties in speaking with fluidity during the presentation. A few pauses, ...
Some effort was required to keep a fluid speech, to convey the presentation with fluidity. Some long pauses, ...
Lack of fluidity. Great effort required to use language with fluidity during the presentation. Very long pauses,...
Oral comprehension 16.7%
Excellent understanding, acknowledged all statements and incorporated them into the presentation.
A good understanding, acknowledged most of the statements, incorporating many of them into the presentation.
Poor understanding, failed to acknowledge some statements and to incorporate them into the presentation.
Failed to understand or ignored most of the statements, not incorporating them in the presentation. Student read through or used notes. Pronunciation, intonation and
non verbal communication 16.7%
Very good pronunciation and intonation, clear, inflection, non verbal language and
expressions were used to enhance communication.
Few minor mistakes in pronunciation, inflection, intonation and body language that didn’t hamper
communication.
Some mistakes in pronunciation, inflection, intonation and body language with the result of some communication problems.
Serious mistakes in pronunciation, inflection, intonation and body language, being unable to communicate effectively. Difficulties in hearing some students ( low voice) Presentation
16.7%
Visually attractive. The presentation shows all the requirements given. The information is clearly and confidently conveyed.
Good presentation. Most of the requirements are observed. Most of the information is clearly conveyed.
Poor presentation. Some of the requirements are not observed or the information well
conveyed.
Very poor presentation. Most of the requirements are not observed and/ or most of the information is not clearly conveyed.
Very Good! 4 Good 3 So so 2 Bad 1 Grammar 16.7%
Grammar covered in class was used
to communicate effectively.
A few minor difficulties arose from not using the grammar studied in
class
Grammatical errors led to many minor difficulties or one major breakdown in
communication
Grammatical errors severely
hampered communication Vocabulary
16.7%
Vocabulary studied in class was used
to express ideas eloquently
A few minor difficulties arose from
not using appropiate vocabulary
Some difficulties arose due to limited
vocabulary and/or bad diction
Communication was severly hampered due to lack of
vocabulary Fluency
16.7%
Student acted as a facilitator, helping
the conversation flow and develop.
Some minor difficulties maintaining
the conversation were evident
Some effort was required to maintain the conversation. The re mayo hace
bien a few long pauses
Much effort was required to
maintain the conversation Comprehension
16.7%
Student responded to qué signos with appropiate answers, acknowledged all statements, and incorporated them
into the discussion
Student responded to most of the questions acknowledged most statements and incorporated many
of these into the conversation.
Student failed to answer some questions appropiately OR failed to acknowledge some statements and incorporate these into the conversation
Student didn’t understand or ignored most questions and statements. Student may have
been using notes Voice, pronounciation and non
verbal comunication 16.7%
Pronunciation was clear and inflection and expressions were used to
enhance communication.
No serious problems arose because of some minor pronunciation and
inflection errors
Some communication problems arose due to unclear pronunciation and/or
lack of inflection and/or expression
Pronunciation, inflection, and/or expression confused communication. Student may have been very difficult to hear Presentation
16.7%
Visually attractive. The presentation meets all the requirements given. The
information is clearly and confidently conveyed.
Generally, the information is clearly got thru.
Good presentation. Most of the requirements are not complied with.
Some of the requirements are not
observed. Poor presentation.
Very poor presentation. The requirements are not observed.
Writing Outstanding 10 Well 7 Needs improving 5 Quite poor 3 Not at all Grammar Syntax and tenses 20%
- None or very few errors (1 or 2) in syntax and verb tenses. - Uses a wide variety of tenses. - Writes many complex sentences.
- Few errors (3 or 4) in syntax and verb tenses that do not interfere with meaning. - Uses a variety of tenses. - Writes some complex sentences. - Some errors (5 or 6) in syntax and verb tenses that
sometimes interfere with meaning. - Uses few tenses. - Writes few complex sentences.
- Many errors (7-8) in syntax and verb tenses.
- Uses one or very feww tenses. - Writes only simple sentences.
- Many errors (+8) in syntax and verb tenses. - Uses all incorrect tenses. - Writes very few and very
simple sentences.
Vocabulary and spelling
20%
- Uses a wide variety of general and specific vocabulary. - No spelling mistakes. - Uses a variety of general and specific vocabulary. - Less than 3 spelling mistakes.
- Uses mostly basic and some general vocabulary with few specific terms. - Some spelling mistakes (4-6).
- Vocabulary is basic and general with no subject specific terms. - Many spelling mistakes (6-8).
- Vocabulary is inadequate and very poor. - More than 8 spelling mistakes. Structure Paragraphing: introduction, main body, conclusion. 20%
- Introduction, body and conclusion clearly defined and presented.
- Includes an acceptable introduction, body and conclusion. Only one paragraph is not clear. - Quite weak introduction, body and conclusion. 2 paragraphs not defined.
- Very weak introduction, body and conclusion. 3 paragraphs not
defined. - Lacks introduction, body and conclusion or paragraphs. Ideas Relevant ideas to the task. Original ideas. Length range. 20%
- Logical progression of ideas. - Very relevant and original ideas.
- Correct length range.
- Key ideas developed logically. - Less or more than 15% due length range. - Loosely developed key ideas. - Not very relevant ideas. - Less or more than 30% of due length range.
- Difficult to understand ideas, repetitive or disorganized.
- Not relevant ideas. - Copied ideas.
- Less or more than 50% of due length range. - Impossible to understand, repetitive or disorganized. - Not relevant at all. - Copied ideas. - Less or more than 90% of due length