Técnica policial para controlar uma sala de aula

GLOSSARY

VOCABULARY LEARNED

Evaluation= The term evaluation is all-inclusive and is the widest basis for collecting information in education. Evaluation involves looking at all factors that influence the learning process, i.e., syllabus objectives, course design, and materials ( Harris and McCann, 1994)

Assessment=  It refers to a variety of ways of collecting information on a learner´s language ability or achievement.  Is part of evaluation because it is concerned with the student and with what the student does (Brindley, 1989)

Testing=  Is part of assessment, and it measures learner achievement. Testing and assessment are often used interchangeably.

High stakes =  Are those test that have or provoke hindrance, obstacles, or blockage in its development or progress. Mayor impacts.

 Low Stakes = Minor impacts

 Procrastinate = To postpone

Whining =

Placement Test =  Is for placing people at an appropriate level.

Aptitude Test = It measures the ability to learn.

Diagnostic test = It identifies weaknesses in language areas.

Proficiency Test =  It measures language.

Achievement Test = It measures esults from a course.

Progress Test = It measures course contents.

CTRs = Is criterion referenced test and they are based on objectives.

NRT = Norm referenced test are standarized test that follows specific norms apllied to a large group.

Benchmark = Standard test

Benchmarking = Process of comparing one´s business process or performance.

Realiability = Consistency, credibility, trustfully.

Conerstone = The back bone of something ( el meollo , el principal)

Podcast = To video clip yourself or to record yourself ( your own voice )

Accountable = Means responsable.

Washback = Negative or positive perception of something.

Guided washback = Positive perceptions on something.

Test proctored = Process in which testors take care of an applied test.

Hamper = To hinder, to obstruct something.

Jeopardy = To put something at risk.

To gauge = To evaluate students ability

Memento = Samples of students performances.

Sit-in-on a classroom =  To observe a class.

Soft skills = Servicio al cliente.

Summative = It includes grading test, quizes, extraclass, etc.

Formative = It is used to improve education.

Vice-provost = Vicerrector

Scaffold =  Skeleton

White-out = Liquid paper

INSIGHTS ON CHAPTERS READ

LEARNING ASSESSMENT
by Professor. Genevieve Downer M


In regards of this formal workshop on Learning assessment giving out by the MEP and CONARE through Dr.Gilberto Hernández. I had realize that as teachers we never stop adquirering knowledge and that the process of teaching is a huge industry of responsibilities and experiences. Experiences and insights I want to share with followers, coleagues and friends.


CHAPTER ONE
                              
                                                 The Process of Developing Assessment

Assessment is an integral part of the entire curriculum cycle, not something tacked on as an afterthought to teaching. Therefore, decisions about how to assess students must be considered from the very beginning of curriculum design or course planning in order for students to achieve and accomplish specific outcomes that should be worded in terms of actual student performance.

Towards assessment there are different ways in which teachers can assess their students, which could be done in the traditional way or in the alternative way. Idea of which I am trendy with because as teachers we should not be define by one or the other; I believe that they are more useful in a complemented way cause the students have different ways of learning so they should have options of ways in which they could and should be tested from self-assessment to students- designed tests, projects, presentations and many others; assessment covers a range of activities from everyday observation of students` performances in class to large-scaled standardized exams. Also, it includes the phases of planning, development, administration, analysis, feedback, and reflection of which teachers can be working in several different phases at any one time.

 Categorizing Assessment Tasks:

Assessment task can be categorize by type, purpose, or place within the teaching/learning process or timing. For example, when we are talking about types of tests, there are:  Placement tests, Aptitude tests, Diagnostic tests, Progress tests, Achievements test, and Proficiency tests. But, if it refers to the manner in which they are scored they can be in a objective or subjective way. Objectively scored tests requires particular knowledge or training in the examine area. In contrast, a subjective test, such as an essay, requires scoring by opinion or personal judgment so the human element is very important. On the other hand if it is refers to the purpose it can be in a Summative or Formative way. In which the summative tests determine if students achieve the objectives set out in the curriculum and in the formative the aim is to use the results to improve instruction providing feedback. The formative test is applied during whole year.

THE ASSESSMENT PROCESS

PLANNING

                                                                                     Start planning process

Decide on purpose of assessment:

                                                . What abilities are you assessing?

                                                          -          What is your construct or model of these abilities?

                                                . What is target language use?

                                                . What resources are available?

-          range of assessment types

-          time to develop, grade and analyze

-          People to help in process

-      Physical facilities                              

                                                       Is a test the best assessment?
  
                           yes                                                                                            no


 Decides which can of test is best for this purpose?         Consider other forms of assessment: 
                                                                                                                                 alternative, continuous, peer, self.
      
                  Do you have specifications?

                                    yes                                                                                                                            no


Course outcome statements:

   Cross-check specifications with outcomes                         Create specifications for: content, operations,
                                                                                                                    techniques (input/output), timing.

Course content and objectives:

Inventory course content and objectives


Use inventory to draw up blueprint for test structure
(sections, types of questions)


Use specifications and blueprint to start test construction

RUBRICS IN ASSESSMENT

The Use of Rubrics in the EFL Classroom

The Use of Rubrics in the EFL Classroom

By CONARE-MEP-UCR

Learning Assessment Course

Group 1

UCR-Limón, I, II, III Cycle

 As professionals in ELT, we should all be aware of the importance of ensuring students’ success aided by the use of assessment rubrics.  The latter ought to be used as a way to guide our students throughout their academic development.  

A rubric is used to check students’ academic performance as well as their daily production, including their behavior and any other criteria set by the professor or the educational curriculum.  Moreover, it should serve as a guideline or tool for teachers to objectively evaluate their students’ work and measure their observable performance.  

 It is important to note that rubrics must be customized to suit various purposes, levels and skills.  If required, they should also be modified once they have been developed according to the target audience. 

We must bear in mind that rubrics must be presented and handed out to students prior to assessment.  As a matter of fact, if students are provided with scoring criteria as well as rubrics, they will be better prepared and be able to improve the quality of their own work and increase knowledge

Posted by GILBERTO HERNÁNDEZ QUIRÓS at 11:51 AM