ap_mis reactivos_irma sarricolea
Post on 12-Apr-2017
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Elaborado por Irma Sarricolea
Diseño de ReactivosDiseño para b-learning
Nivel cognitivo Reactivo Justificación
Conocimiento
1. ¿Cúal es el significado de set up?
The british athlete set up a new world record
a) Obtainb) Put in a positionc) Get upd) Received in
Se solicita el conocimiento de la
terminología de una palabra
1. ¿Cúal es el significado de let in?
My mother opened the door and let in the old
cat
a) Concedeb) Put c) Prohibitedd) Take care
Se requiere una simple definición y/o sinónimo
de let in
Nivel cognitivo Reactivo Justificación
Comprensión
In 1877, to celebrate the centennial anniversary of America’s independence from England, the French government presented the United States with a colossal statue that has come to be one of the most beloved symbols of America. The gift was presented in honor of the alliance between France and America during the Revolutionary War. The formal name of the figure is Liberty Enlightening the World, but it is almost universally known as the Statue of Liberty.
Después de leer el párrafo
1. Which two countries formed an alliance during the
Revolutionary War?
a) France and Britainb) Britain and the United Statesc) France and the United Statesd) Britain and New York
Requiere la interpretación del
texto, de tal manera que el alumno considere una
respuesta resumida.
Nivel cognitivo Reactivo Justificación
Comprensión
Since the French government donated the money for the project, French sculptor Frederic-Auguste Bartholdi and engineer Gustav Eiffel were put in charge of the design. The massive structure was assembled in Paris, where it was put on exhibition before being dismantled, then shipped to New York and finally reassembled on Bedloe Island, which was later renamed Liberty Island.
Después de leer el párrafo
2. Why were French artists responsible for designing the
monument?
a) because the French are the best artistsb) because the French were funding the projectc) because America did not want the monumentd) because France owed money to the American government
El alumno explica las razones mostrando su
capacidad para explicar de manera
resumida una respuesta objetiva.
Nivel cognitivo Reactivo Justificación
Aplicación
1. Completa la respuesta correcta
She _______ to the school everyday
a) does sheb) don’t goc) goesd) going to
En orden a responder esta pregunta, el
alumno deberá conocer las reglas gramaticales del presente simple, en afirmativo, negativo y pregunta, así como las reglas gramaticales de
un tiempo futuro
2. Completa la respuesta correcta
She _______ her new shoes in the supermarket
yesterday
a) boughtb) buyc) buysd) doesn’t buy
En orden a responder esta pregunta, el
alumno deberá conocer las reglas gramaticales del presente simple, en
afirmativo, negativo, así como las reglas gramaticales del pasado simple
Nivel cognitivo Reactivo Justificación
Análisis
1. Analiza la oración y determina el motivo por el
cual la oracion es incorrecta
My dad was an professional in his job
a) because you use was is used for plural pronouns
b) because the article an is used when next word has a consonant sound
c) because professional is wrong spelling
d) because his is not the correct object pronoun to use
El alumno reconoce las falacias logicas de un razonamiento
Nivel cognitivo Reactivo Justificación
Análisis
2. Analiza el párrafo y determina en que tiempo se
encuentra escrito
I WAS EATING my breakfast when my mom told me I was late. She WAS TALKING about visiting my granny. We WERE DRIVING to her house on my
mom's car. She WAS LISTENING to the radio music.
a) Simple presentb) Past continuousc) futured) Simple past
El alumno analiza la estructura
gramatical y determina el tiempo de conjugacion del
parrafo
Nivel cognitivo Reactivo Justificación
Evaluación
1. Se le cuestiono a un estudiante lo siguiente: “Enumere y explique
brevemente, la elaboracion de un sandwich con mantequilla de mani y
mermelada”
First, you’ll need some peanut butter, some jelly and some slices of bread.
Next, spread the peanut butter on one slice of bread using a knife. Then, wipe the knife clean of peanut butter using a napkin. After that, spread some jelly on the other slice of bread. Then, put the two pieces together with the peanut
butter and jelly sides facing each other. Finally, cut the sandwich in two
with the knife. • Excellent (he describes all process in a correct order and he explains really good the process)• Good (he describes all process in a correct order but he doesn’t explain the process good)• Regular (the process is in an incorrect order or the explanation are not clear)• Badly (two or more steps are not mentioned and the rest are in an incorrect order and the explanations are not correct)
En esta pregunta se pretende que el alumno
realice un juicio de valor sobre el
contenido del texto (CONOCIMIENTO), el
significado de la terminologia usada
(COMPRENSION), y su estructura (ANALISIS de la respuesta por el orden de los eventos )
Nivel cognitivo Reactivo Justificación
Evaluación
2. Un estudiante plantea la siguiente problematica
Alice works very long hours. She is studying and working at the time, she looks tired
and she felt asleep last night while we were talking about her day. She has an english
test tomorrow and she is really worry about it.
Tu sugieres:a) She shouldn’t take some time for restingb) She should keep working as hard as she has done itc) She shouldn’t rest at alld) She should study for her exam and then she should rest on weekend
En esta pregunta se pretende que el alumno
juzgue los datos y elabore conclusiones derivadas de ellos,
mediante el uso de su criterio personal.
Have a good day!
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