Proposed of evaluation
Proposed of evaluation
Course: Testing and evaluation
STUDENT: OLGA YAMITH RIVERA FERNÁNDEZ CODE: 52738317
TUTOR: EDNER SUAREZ ALOMIA, OPEN AND DISTANCE UNIVERCITY. UNNAD
Topic Past tense: Grade: 7th Baccalaureate
Level: A2
Elements of the Evaluation Plan It includes some of the following aspects:
Level and number of students: For whom we are planning.
Program: How the evaluation is connected with the lessons.
Main objective (s): What is wanted or thought that students should know or be able to do, complementary objective (s): Other things that students want to know or be able to do. Personal objectives: Aspects that we want you to know, improve or develop.
The assumptions, is everything we think students know related to learning objectives, among others we should consider the following:
Anticipate language problems: Topics that students may find difficult.
Probable solutions: Actions that will help us face the anticipated problems.
Pedagogical aids: Materials, equipment, notices, or elements that can be taken for evaluation.
Procedures: Exercises, tasks, and activities for each part of the exam
EVALUATIVE PROCESS
Rubrics
Rubrics are instruments that allow describing the degree of performance that a student shows in the development of an activity or problem. A rubric is presented as a double-entry matrix that contains performance indicators and their corresponding levels of achievement. 7th-grade students are evaluated with a letter that asks them to write 10 sentences using the simple past tense about what they did over the weekend. Student Grade 7th Level A2.
Complete the past simple tense
4. Completing activities according to the correct form of the past tense.
5. Final test
Quiz created by Olga Rivera with GoConqr
Analyzing the expected achievements on the subject of the correct conjugation of the past tense verbs.
Course: Testing and evaluation
STUDENT: OLGA YAMITH RIVERA FERNÁNDEZ CODE: 52738317
TUTOR: EDNER SUAREZ ALOMIA, OPEN AND DISTANCE UNIVERCITY. UNNAD
Topic Past tense: Grade: 7th Baccalaureate
Level: A2
Elements of the Evaluation Plan It includes some of the following aspects:
Level and number of students: For whom we are planning.
Program: How the evaluation is connected with the lessons.
Main objective (s): What is wanted or thought that students should know or be able to do, complementary objective (s): Other things that students want to know or be able to do. Personal objectives: Aspects that we want you to know, improve or develop.
The assumptions, is everything we think students know related to learning objectives, among others we should consider the following:
Anticipate language problems: Topics that students may find difficult.
Probable solutions: Actions that will help us face the anticipated problems.
Pedagogical aids: Materials, equipment, notices, or elements that can be taken for evaluation.
Procedures: Exercises, tasks, and activities for each part of the exam
EVALUATIVE PROCESS
It is important to recognize the purposes that teachers assign to the evaluation of learning. It is necessary to explore the concepts and the opinions of the users in the specific approaches of learning and learning, adapting the approaches according to the needs of the students as In the case of the secondary students to use the evaluation to make opportune pedagogical decisions, as well as inclusion of descriptive feedback strategies to the student, among others.
The teachers who identified the main purpose of the evaluation of learning. Among which are: a) Identify problems in the use of their students; b) Assess what the students have learned from the program; c) Know how to support their students; d) Plan and drive the lessons; e) Assign grades, and g) Tell your students how they are doing.
It is done through all activities carried out in the classroom or at home, this includes responsibility, compliance, and quality thereof. It is taken into account: - Written activities - Activities in the room computing - Activities in the classroom, Exhibitions, Dialogs Quiz, online Written exam
Advantages: More objective, allows greater concentration, gives an opportunity to recapitulate what is written, makes possible the review by the student of successes and errors.
Rubrics
Rubrics are instruments that allow describing the degree of performance that a student shows in the development of an activity or problem. A rubric is presented as a double-entry matrix that contains performance indicators and their corresponding levels of achievement. 7th-grade students are evaluated with a letter that asks them to write 10 sentences using the simple past tense about what they did over the weekend. Student Grade 7th Level A2.
Its objective is to determine the presence of a performance and for this it is necessary to identify the categories to be evaluated and the performances that make up each of them. To assess their presence, it is sufficient to place a line for each performance and write a mark on it to identify its presence (SEP, 2009: 40).
1. Evaluation to test written skills
1. Evaluation to test written skills
Seventh grade students Level A2 Basic
Rating scale: 100 points
Date:
Student:
Date:
Student:
Objective
To write a short story using the structure of the past tense.
Write a short story using the past simple tense, of at least 20 sentences.
Write a short story using the past simple tense, of at least 20 sentences.
Checklist to evaluate a story:
2. SPEAKING ASSIGNMENT
Parameters
|
1
|
2
|
3
|
Observations
|
| The story contains the characteristics of the text, using correctly the past tense. Develop important points * The information is concise * It has a sequence * There is introduction and conclusion |
||||
| Orthography * Use capitalization correctly. * Use commas correctly. * Use the points correctly. |
||||
Insufficient = lest than 59 points
Acceptable= 60 pointsGood = 80 points Excelent = 100 point |
2. SPEAKING ASSIGNMENT
Seventh grade students Level A2 Basic
Rating scale: 100 points
Date:
Student:
Date:
Student:
Objective
To evaluate the student's level of pronunciation when reading stories.
Category
|
EXCELLENT
100 pt
|
GOOD
80 pt
|
ACCEPTABLE
60 pt
|
INSUFFICIENT
|
| VOCABULARY | Use relevant vocabulary throughout the dialogue. | Use relevant vocabulary for most of the dialogue. | Use relevant vocabulary on some occasions. | Does not use pertinent relevant vocabulary |
| Grammar | Uses grammatical structures throughout the dialogue. | Uses grammatical structures appropriately most of the time | Uses grammatical structures appropriately sometimes. |
Rarely uses grammatical structures appropriately |
| Pronunciation | Speaks clearly all the time and it shows good pronunciation. | speaks clearly most of the time and demonstrates an adequate pronunciation at his level. | It demonstrates an understandable pronunciation despite not being completely clear. | Its pronunciation is difficult to understand. |
| Content. | The topic is relevant to what is seen in classes and at the English level | the topic is relevant to what is seen in classes and at the level of English, for the most part, | The subject is moderately pertinent to what is seen in classes and at the English level | The topic has no relation to what is seen in class but corresponds to English. |
3. Activity to evaluate listening skills
Seventh grade students Level A2 Basic
Objective:
* To understand the general sense of information to correctly apply verbs in simple past according to the story.
Completing activities according to the correct form of the past tense.
Seventh grade students Level A2 Basic
Rating scale: 100 points
Date:
Student:
Date:
Student:
Objective:
* To understand the general sense of information to correctly apply verbs in simple past according to the story.
Completing activities according to the correct form of the past tense.
The exercises carried out so far have generated an excellent raw material
for the next step in the process: the creation of a Declaration of Purpose. To evaluate students with the characteristics of seventh-grade level A2
Student: .................. ........................... Area: English Grade: 7h grade
Dexterity: Listening Date: ................ Rating scale: 100 points
Achievement
The goal of the following listening exercise is to help students improve and practice listening comprehension skills in English.
Online recording software >>
The goal of the following listening exercise is to help students improve and practice listening comprehension skills in English.
Online recording software >>
4. Completing activities according to the correct form of the past tense.
The exercises carried out so far have generated an excellent raw material
For the next step in the process: the creation of a Declaration of Purpose. To evaluate students with the characteristics of seventh-grade level A2.
Skills practice activity
Objective:
To conjugate verbs in simple past appropriately according to the sentences presented.
Evaluate past tenseSkills practice activity
Seventh grade students Level A2 Basic
Rating scale: 100 points
Date:
Student:
Date:
Student:
Objective:
To conjugate verbs in simple past appropriately according to the sentences presented.
Rubric
Excellent
100 Pt
|
Good
80 Pt
|
Acceptable
60 Pt
|
Insufficient
Between 59 and 0 Points
| |
| Activity: Activity to complete the verbs according to the form in the past. | ||||
| The student completes the verbs according to the form in the past. | The student managed to answer between 10 and 9 hits | The student managed to answer between 8 and 7 hits | The student managed 6 hits | The student got less than 5 hits |
5. Final test
Seventh grade students
Level A2 Basic
Level A2 Basic
Rating scale: 100 points
Date:
Student:
Objective:
To evaluate the conjugation of the verbs in simple past according to the structures that appear according to the case.
Date:
Student:
Objective:
To evaluate the conjugation of the verbs in simple past according to the structures that appear according to the case.
Quiz created by Olga Rivera with GoConqr
Rubric
Excellent
100 Pt
|
Good
80 Pt
|
Acceptable
60 Pt
|
Insufficient
Between 59 and 0 Points
| |
| Activity: Answer the following 10 multiple-choice questions with a single answer on the correct way to use simple past tense. | ||||
| The student completes the verbs according to the form in the past. | The student managed to answer between 10 and 9 hits | The student managed to answer between 8 and 7 hits | The student managed 6 hits | The student got less than 5 hits |
Analyzing the expected achievements on the subject of the correct conjugation of the past tense verbs.
| Third period | THEME | ACHIEVEMENTS | ACHIEVEMENT INDICATORS |
| Past tense |
Understand the main idea of short oral texts and writings about past events in English. Express abilities and possibilities. Talk and write about their past situations in English. Understand and follow instructions and procedures of the class in English. Assume an attitude of respect with the class and evidence responsibility before the activities that are presented. |
Identify the verb forms of the simple and continuous past in English. It includes texts and statements related to various subjects and people about the past in English. Make written and oral presentations taking into account skills and possibilities in different everyday situations. He/She is respectful towards himself and others and actively participates in the activities proposed for the class and for the homework test. |
Conclusion
At this point, it is worth pointing out that carrying out evaluations, both on-site and online, using technological tools, allow teachers and students to learn in a meaningful and interactive way in order to assimilate knowledge. Through online assessments different platforms and activities allow them to enter ratings, publish endnotes, see data, of the course, create online assessments, view online qualifications, etc., offering the subject the possibility of becoming a creator and diffuser of knowledge through communication with other interconnected subjects.
Bibliographic references
Bernaus, Merce, and Robert C. Gardner. "Teacher motivation strategies, student perceptions, student motivation, and English achievement." The Modern Language Journal 92.3 (2008): 387-401. Retrieved from: http://users.telenet.be/cr32258/language%20motivation.pdf
Deyo, Richard A., and Robert M. Centor. "Assessing the responsiveness of functionalscales to clinical change: an analogy to diagnostic test performance." Journal of chronic diseases 39.11 (1986): 897-906. Retrieved from https://www.sciencedirect.com/science/article/pii/002196818690038X
Chen, Yining, and Leon B. Hoshower. "Student evaluation of teaching effectiveness: An assessment of student perception and motivation." Assessment & evaluation in higher education 28.1 (2003): 71-88. Retrieved from https://pdfs.semanticscholar.org/d646/a1cb72771d93e0ac7a6bd1c68f43bdcf53e0.pdf
Jones, Randall L., and Bernard Spolsky. "Testing Language Proficiency." (1975). Retrieved from https://files.eric.ed.gov/fulltext/ED107161.pdf
Madeja, S. S. (2004). Alternative Assessment Strategies for Schools. Arts Education Policy Review,
105(5), 3-13.Retrieved from http://bibliotecavirtual.unad.edu.co:2051/login.aspx? direct=true&db=asu&AN=503951953&lang=es&site=eds-live
Schmidt, M. F. (1981). Needs assessment in English for specific purposes: The case study. English for academic and technical purposes: Studies in honor of Louis Trimble, 199-210. Retrieved from http://www.redalyc.org/html/2870/287024055008/
Wall, Dianne, Caroline Clapham, and J. Charles Alderson. "Evaluating a placement test." Language Testing 11.3 (1994): 321-344. Retrieved from
http://journals.sagepub.com/doi/abs/10.1177/026553229401100305
Bibliographic references
Bernaus, Merce, and Robert C. Gardner. "Teacher motivation strategies, student perceptions, student motivation, and English achievement." The Modern Language Journal 92.3 (2008): 387-401. Retrieved from: http://users.telenet.be/cr32258/language%20motivation.pdf
Deyo, Richard A., and Robert M. Centor. "Assessing the responsiveness of functionalscales to clinical change: an analogy to diagnostic test performance." Journal of chronic diseases 39.11 (1986): 897-906. Retrieved from https://www.sciencedirect.com/science/article/pii/002196818690038X
Chen, Yining, and Leon B. Hoshower. "Student evaluation of teaching effectiveness: An assessment of student perception and motivation." Assessment & evaluation in higher education 28.1 (2003): 71-88. Retrieved from https://pdfs.semanticscholar.org/d646/a1cb72771d93e0ac7a6bd1c68f43bdcf53e0.pdf
Jones, Randall L., and Bernard Spolsky. "Testing Language Proficiency." (1975). Retrieved from https://files.eric.ed.gov/fulltext/ED107161.pdf
Madeja, S. S. (2004). Alternative Assessment Strategies for Schools. Arts Education Policy Review,
105(5), 3-13.Retrieved from http://bibliotecavirtual.unad.edu.co:2051/login.aspx? direct=true&db=asu&AN=503951953&lang=es&site=eds-live
Schmidt, M. F. (1981). Needs assessment in English for specific purposes: The case study. English for academic and technical purposes: Studies in honor of Louis Trimble, 199-210. Retrieved from http://www.redalyc.org/html/2870/287024055008/
Wall, Dianne, Caroline Clapham, and J. Charles Alderson. "Evaluating a placement test." Language Testing 11.3 (1994): 321-344. Retrieved from
http://journals.sagepub.com/doi/abs/10.1177/026553229401100305
Comentarios
Publicar un comentario