Assessment N° 3

MDD 4

Gabriela Quezada C

Professional practicum

Standard 4:

Evaluation plan

Estándar: El profesor o profesora en formación propone un plan de evaluación para monitorear el

aprendizaje de los estudiantes antes, durante y al finalizar el desarrollo de la unidad, que

incorpora modalidades e instrumentos diversos y congruentes con las metas y con las actividades

de aprendizaje.

Tarea 1:

Diseñe un plan de evaluación que le permita recoger evidencias para monitorear el progreso de los

estudiantes y determinar el nivel de logro alcanzado en cada una de las metas de aprendizaje.

Unidad: Teenagers helping around the house

General objective SWBAT talk about mysteries, report statements and questions and

speculate about events.

Learning goal Purpose Method, activities and instruments

To comprehend an interview with an inspector.

Diagnostic test Heteroevaluation: it is informal, and it has as a

purpose that the students predict the topic of the

activity and activate their previous knowledge.

Formative Students answer a worksheet related to the

listening. The teacher checks the activities in

order to prove listening understanding.

Summative No summative evaluation will be conducted

To retell what other people have said about hoax.

Diagnostic Ss are asked to predict the topic based on some words written on the board. Then Ss have to arrange the words into two groups: truth/honesty and untruth/dishonesty.

Formative Heteroevaluation. Ss read a short text in order to compare sentences and write the main

differences among them. Ss change the pronouns from direct to indirect speech and finally they rewrite sentences from direct to indirect.

Summative No summative evaluation will be conducted

To report questions

that other people have

asked about aliens or

mystery encounters

Diagnóstic Heteroevaluation. Students are asked to

brainstorm some words related to extraterrestrial

Formative Students are asked to match the indirect questions from the transcript with the direct questions given.

Summative No summative evaluation will be conducted

To understand an article about a famous nineteenth-century mystery.

Diagnostic Heteroevaluation: it is informal, and it has as a

purpose that the students predict the topic of the

activity and activate their previous knowledge.

Formmative Students are asked to match the heading with the corresponding paragraph from the reading and they also are asked to answer some questions with specific info.

Summative No summative evaluation will be conducted

to speculate and respond to speculations about a new mystery.

Diagnostic Students are asked to answer what they think

happened in a picture (crime scene).

Formmative Students are asked to read a short text and speculate about what might have happened. They also are asked to work in a worksheet from their workbook.

Summative Students are asked to work in pairs and create a

dialogue including three possible explanations

and agree on the most likely.

Tarea 2:

Fundamente por qué el plan propuesto permite recoger evidencias tanto para monitorear el

progreso y determinar el logro del aprendizaje de los estudiantes, como para ofrecer a los

estudiantes información que les permita autorregular su proceso de aprendizaje.

The proposal already exposed as an evaluation plan, has as an objective to evidence the

students’ progress regarding to the learning objectives established on the unit. The evaluation

process will helped to determine how the learning process is going and what contents need to be

reinforced.

The evaluation plan is based on three types of evaluations: diagnostic, formative and summative. These types of evaluations are carried out with the intention to not only see the students’ quantitative progress regarding to grades, but also to establish the students’ previous knowledge and the comprehension of the topics. At the end of the process of the evaluation, the teacher obtain a sequence of the data and info that allow him/her to improve the teaching process, in order to get better results in the students’ learning process. It is important to highlight that the evaluation process has to be reliable and created on the basis of the contents previously taught and using the same strategies.

An important factor to take into consideration is the use of the rubric. This artifact will allow an

objective and equal evaluation for all the students. It will also provide feedback about the

students’ performance and it will allow them to improve their deficient aspects. Another

important factor to consider is the diagnostic evaluation, it will allow to the teacher to be

conscious about the knowledge and previous experiences of the students before to start the class.

Regarding the formative evaluation, it can be highlighted that this type of evaluation helps the

teacher to monitor the students’ work during the learning process through different kind of

activities, and also the teacher can notice if the learning objectives of the class have been achieves

by the students or if He/she needs to change the teaching strategy. Finally, there is the summative

evaluation. This evaluation will be qualified by a grade and it will be coherent with the contents

previously taught and the learning goals. It will help to evidence if the goals were achieved.

Tarea 3:

Reflexione en torno a las características de los estudiantes que pueden impactar la efectividad del

plan de evaluación.

A relevant characteristic that can affect the evaluation process is that most teachers are worried

about grades through summative tests in order to achieve the total number of grades that they

are expected to have in one semester and most of the teachers believe that students are not

motivated to learn or study if they do not give them a grade for their performance.