GUION PARA EL VIDEO ELT

DIAPOSITIVA 1.

Presentación personal y del curso

Providing a response to Step 5. Final Exam

Member: RAFFER ENRIQUE AMARA

Cod: 12524108

Course: 551027_11

TUTOR: EDNER SUAREZ ALOMIA

COURSE: TESTING AND EVALUATION IN ELT

Dispositive 2.

1. Population group chosen:

d. 2017 Promotion of a private country school in a very exclusive northern area in Cali. The
school has bilingual status; the school day is 8 hours. The class is 24 students.
I I chose this proposal because it catches my attention to educate students who have the facility to
be bilingual to not only teach the language from the basics, but to define a program where more
things can be developed about the language.
In addition, the class learning model, entirely in English, would facilitate students in their
professional life after generating in them a culture typical of English-speaking countries, the class
of these students should be particularly fun and lends itself so that the class is not only of
knowledge of the language if not to carry out debates to talk about topics of general culture or
news, taking the English classes to another level where the student exposes real-life situations in
another language and acquires different knowledge in a simple way in addition to practicing
unconsciously your language.

Dispositive 3.

Hypothetical facts Characterization:

seeing it from a hypothetical side the students of this school would already have the facility to
speak another language and they can be provided with other forms of knowledge of the language
or of appropriation of the same one orienting their languages to a more technical language, for
example towards the career that they want study, in this way the student would have better skills
in front of the career or profession that they choose, using the technical words of the work they
are going to do.
It is important that the student is reinforced this type of knowledge because it makes the student
much more interested in the language if it is structured in this way in which the student learns
more about the professional life that he / she will have and about the different words that you can
handle in the future.

Diapositiva 4.
a. Methods, approaches and Assessment for English specific purposes, and evaluation youth
through technology.
The work experience with these students would be carried out in a focal way where each student
in order to a branch of the studies would be accommodated to the group so that they learn not
only about their career but also about several professions to which they would have the option of
applying and maintain an assertive communication language with professions at the ends you
choose as your ideal job.

Diapositiva 5.

In a teaching and learning community, assessment becomes more effective than the basis of effective
practices based on student learning outcomes (Doherty et al., 2002, Shapiro and Levine, 1999). The
evaluation of students' best learning allows students to identify their own strengths and weaknesses and
determine the type of information they need to correct their deficiencies and misconceptions of
learning. When students learn to participate in self-assessment and continuous improvement in the long
term of their lives.

When we think of assessment, we often think about tests. But good assessment is much more than tests
-- it’s a chance to discover what our students understand so that we can help them learn and grow. An
interesting method to learning English to students in the primary is just make uses of the strategies of
implementation assessment and evaluation are essential components of teaching and learning in English
language. Without an effective evaluation program, it’s impossible to know whether students have
learned, whether teaching has been effective, or how best to address student learning needs.

Diapositiva 6

Assessment of young students and evaluation through technologies.

I want to propose the exam, in order that students strengthen their skills and thus achieve a professional
future.

Use of technologies that allow to focus the teaching and to give a good use to the management of the
resources that the Internet offers; An example that will revolutionize the future is the use of dimension
technology that can transport students to situations that will enable them to learn with the interactive
reality.
The evaluation is feedback for instructors and students.

The evaluation provides us with essential information about what our students are learning and about
the extent to which we are achieving our teaching objectives. But the true power of evaluation also
comes to be used for feedback to our students. The content of the course at the end of the course;
Improve the quality of learning.

Diapositiva 7.

The hypothetical population will be analyzed in terms of their professional aspirations.

After solving the personality test, as a teacher, I can orient the student in the deepening of a more
technical English, which allows the student to strengthen their skills.

The Direct questioning of students.

The easiest way to find out if students understand what is said is to ask them directly. But unless the
instructors have developed a sufficient relationship and mutual respect among the students in their
class, they should avoid questions or situations that may make it uncomfortable for the students to
respond ("Who is lost?") Or that they are so generic so they do not respond ("Is there a question?").
Instead, instructors should ask questions that encourage more specific responses (for example, "How
many of you are understanding what we are talking about?"). Various forms of information technology,
such as answer keyboards in class, can facilitate asking such questions, allowing students.

FIN