INGLES, metodológica en la aplicación del lenguaje.pptx

Guía sobre temáticas que se implementan en el aprendizaje del idioma inglés y su aplicación en el aula de clases.

1. Dirección General de Educación Primaria Language Asessment

2. Objetives To provide general guidelines for how assessment can be carried out in a relevant, valid, consistent and fair way in language education To raise awareness of the language assessment process, tools and strategies to promote reflection, analysis and actions on students learning To consolidate and build on the theoretical and experiential knowledge of language testing and assessment 1 2 3

3. Discussion How do your Students feel? How often do you assess your students? What “ Assessment tools ” do you use? How do you feel when someone says “assessment”? 1 2 3 4

4. “The gathering of information about students’ learning in order to make judgments about their learning ” (Bohn, 2018) “Assessment can include events, tools, process and decisions” (Taylor &Nolen, 2008) “Formal or informal procedure for gathering evidence of students´ learning” (anonymous) Language Assessment Definitions

5. 01 03 02 Guide questions in assessment Why do we assess? To diagnose learning at the beginning of the course To identify Students strengths and weaknesses To reflect on previous teaching To place or grade students Knowledge Performance (fluency, accuracy, coherence, range) Proficiency ( linguistic and communicative skills) What do we assess? Classroom observation Portfolios Paper and pencil tests Spoken presentations Projects Video tapes Experiments Rubrics Oral presentations Peer /self assessment How do we assess?

6. Types of assessment A C Focus on function B Focus on purpose Formal assessment Informal assessment Grade of formality Placement tests Achievement tests Proficiency tests Formative Summative

7. Assessment Focus on function Self-Assessment Peer Assessment Ipsative Diagnostic test Portfolio Formal and Informal observations Formative Placement Achievement Progress Proficiency Summative

8. Pair discussion . What type of Assessment is it? Students are asked to record a video to present as part of their final exam and it is graded 50pts: _____________ 1 2 Students prepare a drama about “The three Little pigs” to present it in next class. Two extra teachers will provide feedback :_________ During the Lesson, the teacher realizes that some Students are not understanding rules for “a / an”. He decides to use another strategies to help students______________ 3 4 MINED is applying an Inter- semestral test in order to gather evidence of students learning:_________________

9. Cyclical Process of Assessment

10. Principles of assessment Realibitity The extent to which a questionnaire, test, observation or any measurement tool produces the same results on repeated trials Validity The extent to which the test measures what it supposed to measure Face Validity and content Validity Practicality The ease with which the items/tasks can be replicated in terms of resources needed, e. g. time, materials, and people Authenticity Tasks that reflect real-world situations and contexts Washback It refers to the effect of testing on teaching and learning

11. Look at the following tasks. Work in groups and justify your responses . Is it Valid? Is it Reliable? Is it Practical? Is it Authentic? How would you improve the tasks?

12. Look at the following tasks. Work in groups and justify your responses . Is it Valid? Is it Reliable? Is it Practical? Is it Authentic? How would you improve the tasks?

13. Strategies and Assessment Tools Class interaction Class participation Involvement Observations Interviews Discussions Group work Presentations Communication Standarized tests Oral tests End unit tests Progress tests Proficiency tests Paper based tests ( Testing ) Performance Debates Project Portfolio Video tapes Reports Self- ssessment Peer assessment

14. Discussion Time Picture A Picture B

15. Discussion Time

16. Types of Items in a paper and pencil test Gap-fills items Matching items Multiple-Choice items

17. Questions and answers items Dictation items Transformation

18. True/ False Items Error correction Items

19. Practice time 19

20. Choose one of the topic below. Then, choose an Assessment tool or Test item to assess students´ learning First Grade Unit IV: Our School School Suplies Colors Cardinal numbers Third / Second Grade Argue about your choice: why? how? what? when? Unit IV: At School School Suplies Colors Professions Fourth Grade Unit IV: On Vacations Entertainment words Foods Reading Fifth Grade Unit IV: In Orbit Activities ( Routines ) Outer space Time expressios

21. Choose one of the topic below. Then design a rubric in order to assess formative students ´ learning First Grade Unit IV: Our School School Suplies Colors Cardinal numbers Third / Second Grade Argue about your choice: why? how? what? when? Unit IV: At School School Suplies Colors Professions Fourth Grade Unit IV: On Vacations Entertainment words Foods Reading Fifth Grade Unit IV: In Orbit Activities ( Routines ) Outer space Time expressios

22. Reviewing questions Think- Pair-Share /Stations & Group Discussion 1 2 3 4 How is Assessment linked to teaching? What things must teachers take into account when assessing? How do Formative and Summative assessment differ? What do you think some pitfalls of Paper and Pencil tests are?

23. Bohn, H. (2018). Teaching and Learning English. Oslo : Cappelen Damm AS. Brandt, N. P. (2009). Connecting Formative Assessment RESEARCH to PRACTICE. Retrieved from An Introductory Guide for Educators : https://files.eric.ed.gov/fulltext/ED509943.pdf Brown, H. D. ( n.d. ). Teaching by Principles An interactive approach to language pedagogy second edition. Longman. Davies, A. (1990). Principles of Language Testing. Cambridge, Massachusetts: Basil Blackwell. Harmer, J. (2001). The practice of English Language Teaching third edition. Longman. Hughes, G. (2014). Ipsative Assessment: Motivation Through Marking Progress. London UK:: Palgrave Macmillan. . Liying , C. (2017). Assessment in the Language Classroom: Teachers Supporting Student Learning. Retrieved from ResearchGate : https://www.researchgate.net/publication/316156116_Assessment_in_the_Language_Classroom_Teachers_Supporting_Student_Learning MINED. (2010, May ). MANUAL DE PLANEAMIENTO DIDÁCTICO Y EVALUACIÓN DE LOS APRENDIZAJES EN EDUCACIÓN INICIAL. Retrieved from https://nicaraguaeduca.mined.gob.ni/nicaragua_educa/wp-content/uploads/Documentos/Planeam_%20EvalEducinicial.pdf NESA. (2019). NSW Education Standards . Retrieved from INFORMAL ASSESSMENT: https://educationstandards.nsw.edu.au/service/htmlToPdf?url=https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/assessment/assessment-in-practice/informal-assessment&filename=Informal%20assessment%20|%20NSW%20Education Norris, J. M. (2000). Purposeful Language Assessment: Selecting the Right Alternative Test. Reflections , 38. Trach , E. (2018). Schoology Exchange . Retrieved from How students benefit from Project-Based Assessment: www.schoology.com/blog/how-students-benefit-project-based-assessments-examples Bibliography

24. By : Wilmer Franklin Zambrana –Dirección de Programación Educativa Elia Palacios Gutiérrez – Dirección General de Educación Primaria