Assessment
II. Assessment instruments
Select a grade from Cycle 4 and do the following activities:
• According to your interests, choose a specific competency from a social learning environment.
• Read and discuss the social practice of the language from which that specific competency, the table of contents and their achievements are derived (shown at the end of the unit).
• Define the contents of doing, knowing and being through that, in your opinion, can be covered in the sequence of tasks that are at the end of the content table in order to obtain a product.
• Discuss which information you consider necessary to assess the learning of con
tents. Using this information, complete table 1.
Table 1
What information is needed?
Students´attitude
Students´ knowledge and skills about:
Use of oral or written texts:
Understanding of contextual information:
Conventions:
Processes and strategies:
Discuss and analyze the techniques you consider more efficient, valid and relevant to
• Read the information found in the table in this guide’s appendix. Discuss it and choose the ways which, in your opinion, are more adequate for the assessment of participation and performance of the students in the tasks comprising the contents of the specific competency that you chose. Bear in mind that the more informa
tion gathered, the fairer the assessment will be.
Read the following information and allocate it to the corresponding place within table 2.
• Select according to the teaching purpose.
• Rubrics.
• Draw conclusions.
• Investigate relationships within the classroom.
• Notetaking.
• Make judgements.
• Checklist.
• Design appropriate teaching plans.
• Anecdotal notes.
Table 2
What to do with the information* How to record information
3
* Source: (Adaptation) K. Annandale et al. (2007), First Steps: Linking Assessment, Teaching and Learning, 2nd ed., United States, Steps Professional Development.
Discuss which instruments you consider adequate to assess the participation and performance of the students in said tasks. Once all agree, complete the cell corres
ponding to the grade you worked with.
• Make arguments for, and compare, your proposals.
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1st grade Secondary school Unit:
Achievements
Instruments to assess the progress and involvement of students in the communicative situations
2nd grade Secondary school Unit:
Achievements
Instruments to assess the progress and involvement of students in the communicative situations
3º grade Secondary school Unit:
Achievements
Instruments to assess the progress and involvement of students in the communicative situations
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Observe the formats used to register information with the purpose of performing a continuous, global and formative assessment and do the following:• Write on the line how the instrument is called.
• Choose one of the unit’s environments with which you worked on the instruments of assessment. Read the social practice, the specific competencies, the curricular table of contents and the achievements regarding those which specify what stu
dents are expected to be able to do at the end of the unit.
• Out of the following instruments, choose the one that corresponds to the grade you have been working on throughout the unit and complete it giving suggestions for its creation.
Specific competency:
I’m able to: Not yet Sometimes Most of the
times Always
• Determine the function, the purpose and the intended audience of…
•
•
•
•
•
•
•
(Name of the instrument)
* Source: (Adaptation) K. Annandale et al. (2007), First Steps: Linking Assessment, Teaching and Learning, 2nd ed., United States, Steps Professional Development.
Teacher observation*
Name: Petra López Name: Name: Name:
Can predict central sense from words and expressions similar to those of the native tongue.
Name: Name: Name: Name:
(Name of the instrument)
Specific competence with the language:
Criteria Qualitative*
Behaviors 1 2 3 4
Express likes and
dislikes. The student hardly ever engages in conventional oral exchanges about likes and dislikes.
Sometimes, the student engages in conventional oral exchanges about likes and dislikes.
Usually, the student engages in conventional oral exchanges about likes and dislikes.
The student engages in conventional oral exchanges about likes and dislikes.
(Name of the instrument)
Exchange opinions on the contents of the following table and decide:
• What you will do with the information you obtain regarding the tasks that compri
se the curricular contents of the specific competency that you chose.
• How you will record it.
• To whom you will present it, and how.
How can the information be shared with others?
•Report cards
•Portfolios
•Learning routes
•Interviews
Present the assessment instrument that your team made or completed in front of the group. Explain the process that led to its creation.
To conclude
Read and analyze the following diagrams, which summarize the work done throug
hout this unit.
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7
Steps to develop a formal assessment
Narrow to or focus on a specific reality
Culture, reference values
Select a condition or characteristic Make a judgment according to a pattern, objective or ideal
Express the given value Identify pertinent
information
Organize information
Appreciate the value of the assessed reality
A
B
C
D
Diagram 1
Diagram 2
Global. Because it considers the students’ foreign language skills as a whole and does not isolate or fragment them.Assessment in the NEPBEis characterized for
being:
Continuous. Because it takes into consideration work and performance done throughout the development of the stages and phases of the communicative situation, not only the final product.
Formative. Because it is a process of uninterrupted gathering of evidence and qualitative data on the students’ performance; that is, their strong and weak points, so that positive and effective feedback among students and between them and the teacher is guaranteed.
•Global.
•Continuous.
•Formative.
•Timeline.
•Checklist or rubric.
Diagram 3
Learning assessment
Objectives
Characteristics
Instruments
•Affect the teaching and learning processes.
•Assess didactic situations, work organization, use of materials, type of guidance or help provided.