DIAGNOSIS TEST

SCHOOL: ESCUELA SECUNDARIA GENERAL #8, “LIC. ISIDRO FABELA”. SHIFT: MORNING.

PERIOD: FIRST TRIMESTER. DATE: FROM AUGUST 20 TO AUGUST 24 TIME: 50 MINUTES.

GRADES: 1°, 2° AND 3°. GROUPS: TO BE DEFINED. SUBJECT: LENGUA EXTRANJERA, INGLÉS.

ABOUT THE DIAGNOSIS

Educational diagnosis is called the exercise that allows assessing the skills, attitudes and
knowledge of students and teachers who participate in a teaching and learning process. The
objective is that educators base their actions so that it can be determined if they coincide with the
pedagogical requirements of today.

Taking into account that before starting any course it is elementary to have set the objectives and
intentions, it is necessary to know what the student population is like with which the contents will
be addressed, that is why the importance of performing a diagnosis test It allows to have data
about the students and their level of English, making a diagnosis that puts into practice the 4 main
skills of the English language.

In an educational institution, quality is shown effectively and efficiently in learning, and to achieve
this, we must recognize that the fact that the student learns, not only depends on it, but the
degree to which the teacher's contributions are adjusted to the level that is shown in each
learning task. "If the adjustment is appropriate, the student will learn and progress, whatever their
current level, but if there is no such adaptation between what the student is able to do and the
attention offered by the teacher through teaching strategies, there will undoubtedly be a gap in
the student's learning process. " (Vygotsky L., 1988).

In our current society, where processes are at the service of the globalized economy, it is
necessary to modify school actions, so it is essential to take into account the student and their
situation before addressing the contents. Buisán and Marín (2001), conceptualize diagnosis as "a
process that attempts to describe, classify, predict and explain the behavior of a subject within the
school environment." It includes a set of activities for measuring and evaluating a subject (or group
of subjects). ) or an institution to guide. " For this reason the diagnosis in this case a diagnosis test
will allow us to take a good route of curricular development of the students.

Whereas a diagnostic examination is part of the same teaching-learning process and consists of a
new paradigm of diagnosis research and proposes studying the subject who learns from its
globality and complexity, which means recognizing the multidisciplinary, multivariate and multi-
level nature of educational situations, to be able to draw the correct path to address the curricular
contents.

The aim of the educational diagnosis is not to address the deficiencies of the subjects and their
recovery, but "a new consideration that we can call pedagogical: propose suggestions and
perfective interventions, either on deficit situations for their correction or recovery, or on non-
deficit situations for their empowerment, development or prevention. " (Castillo S. and Cabrerizo
J, 2005).

References:
- Castillo S. and Cabrerizo J, 2005, Teacher training in higher education. V. 1. Didactics and
curriculum, page 12.
- Buisán Serradell Carmen and Marín Gracia Ma. De los Ángeles (2001), How to make a Pedagogical
Diagnosis, Mexico, Alfa Omega.
- Marí Mollá, Ricard (2001), Pedagogical Diagnosis. A model for psychopedagogical intervention,
Barcelona, Spain, Edit. Ariel.

- Vygotsky L., (1988), Sociocultural Approach, Educere, vol. 5, no. 13, April-June, 2001, page. 41.

AIM: The purpose of this test is to gather information about the English language proficiency of
the student population in the three grades (1st, 2nd and 3rd) in the general middle school "Lic.
Isidro Fabela " focusing on the main language skills; writing, listening, reading and speaking. The
evaluation of this diagnosis will be quantitative

It should be noted that a different diagnostic test will be carried out for each grade, adapting it to
the contents that must be taken according to the educational trajectory of each student
population.

SECTION PURPOSE

Section 1: Reading Understand words and familiar names and very simple phrases, for
example those on signs, posters and catalogs.
Section 2: Writing Able to write short and simple postcards, for example to send
congratulations. I can fill out forms with personal data, for example my
name, my nationality and my address besides writing sentences in simple
grammatical times.

Section 3: Listening Recognize very basic words and expressions that are commonly used,
relating to myself, my family and my immediate environment when
speaking slowly and clearly.
Section 4: Speaking Use simple expressions and phrases to describe situations, emotions,
feelings in a basic and understandable way.

Diagnosis test for first grade:

Diagnosis test for second grade:

SECTION PURPOSE
Section 1: Reading Able to read very short and simple texts. Find specific and predictable
information in simple and everyday writings such as advertisements,
 leaflets, menus, schedules and understand short and simple personal
letters.
Section 2: Writing Able to write short and simple notes and messages related to my
immediate needs. Write very simple personal letters, for example thanking
someone.

Section 3: Listening Understand phrases and the most common vocabulary on topics of
personal interest (very basic personal and family information, purchases,
place of residence, employment). Able to capture the main idea of notices
and short, clear and simple messages.
Section 4: Speaking Uses a series of expressions and phrases to describe with simple terms.

Diagnosis test for third grade:

SECTION PURPOSE
Section 1: Reading Understand texts written in a language of habitual and daily use or
related to work. Understand the description of events, feelings and
wishes.

Section 2: Writing Able to write simple and well-linked texts on topics that are known to me
or of personal interest. Able to write personal letters that describe
experiences and impressions.
Section 3: Listening Understand phrases and the most common vocabulary on topics of
personal interest (very basic personal and family information, purchases,
place of residence, employment). Able to capture the main idea of notices
and short, clear and simple messages.

Section 4: Speaking Link phrases in a simple way in order to describe experiences and events,
my dreams, hopes and ambitions. Able to explain and justify briefly my
opinions and projects. Tell a story or story, the plot of a book or movie and
I can describe my reactions.

EXAM DURATION AND ESTIMATED TIMES: It is proposed to use two modules of class (100 min.)
Of the subject of English. The diagnosis test will be divided into two parts attending two sections
per module, which gives 20 minutes for each section, in all the diagnoses of all grades the same
theme will be applied.

Diagnosis test for first grade:

SECTION CONTENT TIME

Section 1: Reading 5 multiple choice reagents. 20 minutes.

Section 2: Writing 20 minutes.
Section 3: Listening 10 multiple choice reagents. 20 minutes.

Section 4: Speaking 12 match the column reagents. 20 minutes.

Diagnosis test for second grade:

SECTION CONTENT TIME

Section 1: Reading 20 minutes.

Section 2: Writing 20 minutes.

Section 3: Listening 7 multiple choice reagents. 20 minutes.

Section 4: Speaking 12 match the column reagents. 20 minutes.

Diagnosis test for third grade:

SECTION CONTENT TIME

Section 1: Reading 20 minutes.

Section 2: Writing 20 minutes.

Section 3: Listening 7 multiple choice reagents. 20 minutes.

Section 4: Speaking 12 match the column reagents. 20 minutes.

CONTENT: Each diagnosis test is divided into four sections, Section 1: Reading, Section 2: Writing,
Section 3: Listening and Section 4: Speaking. Each section with different reagents with a value
equivalent to 25% for each section.

SPECIFICATIONS: The diagnosis test is designed to collect information about the level of English of
students, each diagnostic test of each grade has different types of complexity but they fulfill the
same function and purpose. Remembering that the evaluation that will be obtained in each case
will be quantitative.

Diagnosis test for first grade:

SECTION SPECIFIC OBJECTIVE DESCRIPTION

Section 1: Reading In this section the student has to use his The student reads a "reading"
previous knowledge about the English and answers the reagents based
language and be able to understand the on the reading.
general meaning of the texts. In addition
to "Recognize grammatical word classes
 (e.g., nouns and verbs), systems (e.g.,
tense, agreement, and pluralization),
patterns, rules, and elliptical forms".
"Recognize cohesive devices in written
discourse and their role in signaling the
relationship between and among
clauses".
Section 2: Writing In this section the student has to put The student answers exercises
into practice the previous knowledge of related to grammar and use of
grammar and "Convey links and the different grammatical tenses
connections between events and of English.
communicate relations such as main
idea, supporting details, new and given
information, generalizations, and
exemplification".

Section 3: Listening In this section the student must put into
practice the "listening for specific
information" by listening to the audios
and selecting the correct answer for
each reagent, in turn the student uses
previous knowledge of the subject of
English.
Section 4: Speaking In this section we tried to adapt the way
in which the speaking is approached, for
this reason only the understanding that
the student has when analyzing a
dialogue and putting it in a logical and
coherent order.
The student in this section has
multiple choice and true and
false reagents, which must
answer based on the audio, on
the other hand the knowledge to
attend in this area are in a
thematic line focused on the
past.
The student answers the
exercises related to "speaking"
but taking into account certain
microskills to do it in a concrete
way, in this case we opt for
match the column exercises.

Diagnosis test for second grade:

SECTION SPECIFIC OBJECTIVE DESCRIPTION

Section 1: Reading In this section the student has to use his The student reads a "reading"
previous knowledge about the English and answers the reagents based
language and be able to understand the on the reading.
general meaning of the texts. In addition
to "Recognize grammatical word classes
(e.g., nouns and verbs), systems (e.g.,
tense, agreement, and pluralization),
patterns, rules, and elliptical forms".
"Recognize cohesive devices in written
discourse and their role in signaling the
 relationship between and among
clauses".
Section 2: Writing In this section the student has to put The student answers exercises
into practice the previous knowledge of related to grammar and use of
grammar and "Convey links and the different grammatical tenses
connections between events and of English.
communicate relations such as main
idea, supporting details, new and given
information, generalizations, and
exemplification", besides paying
attention to general context of the idea.

Section 3: Listening In this section the student must put into
practice the "listening for specific
information" by listening to the audios
and selecting the correct answer for
each reagent, in turn the student uses
previous knowledge of the subject of
English, on the other hand, is key that
the student applies a "Detailed
listening" to be able to correctly answer
the reagents.
Section 4: Speaking In this section we tried to adapt the way
in which the speaking is approached, for
this reason only the understanding that
the student has when analyzing a
dialogue and putting it in a logical and
coherent order.
The student in this section has
multiple choice reagents which
must answer based on the audio,
on the other hand, the
knowledge to attend in this area
are in a thematic line focused on
the past.
The student answers the
exercises related to "speaking"
but taking into account certain
microskills to do it in a concrete
way, in this case we opt for
match the column exercises.

Diagnosis test for third grade:

SECTION SPECIFIC OBJECTIVE DESCRIPTION

Section 1: Reading In this section the student has to use his The student reads a "reading"
previous knowledge about the English and answers the reagents based
language and be able to understand the on the reading.
general meaning of the texts. In addition
to "Recognize grammatical word classes
(e.g., nouns and verbs), systems (e.g.,
tense, agreement, and pluralization),
patterns, rules, and elliptical forms".
"Recognize cohesive devices in written
discourse and their role in signaling the
relationship between and among
clauses".
Section 2: Writing In this section the student has to put The student answers exercises
into practice the previous knowledge of related to grammar and use of
grammar and "Convey links and the different grammatical tenses
connections between events and of English.
communicate relations such as main
idea, supporting details, new and given
information, generalizations, and
exemplification, besides having
attention to the context and logic in
what is written.
Section 3: Listening In this section the student must put into The student in this section has
practice the "listening for specific multiple choice reagents which
information" by listening to the audios must answer based on the audio,
and selecting the correct answer for on the other hand, the
each reagent, in turn the student uses knowledge to attend in this area
previous knowledge of the subject of are in a thematic line focused on
English, on the other hand, is key that the past.
the student applies a "Detailed
listening" to be able to correctly answer
the reagents.

Section 4: Speaking In this section we tried to adapt the way
in which the speaking is approached, for
this reason only the understanding that
the student has when analyzing a
dialogue and putting it in a logical and
coherent order.
The student answers the
exercises related to "speaking"
but taking into account certain
microskills to do it in a concrete
way, in this case we opt for
match the column exercises.

INDICATIONS TO PRESENT THE DIAGNOSTIC TEST:

- The student must be present in time and form in the classroom during the time assigned
to the English class.
- The student must attend the instructions provided by the teacher for the preparation of
the diagnosis test.
- The student will provide his exam at the end of each module of the English class.
Remembering that the elaboration of this diagnosis test will be done in two modules of 50
minutes each.
- The student will take care of the general instructions for the elaboration of the diagnosis
test, these instructions are specified in the diagnosis test.
- All the above will be applied in each diagnosis test of each grade (1st, 2nd and 3rd), to
each student of the middle school.

WEIGHT OF THE DIAGNOSTIC TEST:

Diagnosis test for first grade:

The percentage of points for each section and its equivalence is the next one

Section 1: Reading
5 reagents 25 points 1X5=25% Diagnosis test for second
grade:
Section 2: Writing
9 reagents 25 points 1X2.8=25% The percentage of points for
each section and its
Section 3: Listening equivalence is the next one
10 reagents 25 points 1X2.5=25% Section 1: Reading
Section 4: Speaking 25 points
12 reagents 25 points 1X2.5=25% Section 2: Writing
9 reagents 25 points 1X2.8=25%

Section 3: Listening
7 reagents 25 points 1X3.6=25%

Section 4: Speaking
12 reagents 25 points 1X2.5=25%

Diagnosis test for third grade:

The percentage of points for each section and its equivalence is the next one

Section 1: Reading
25 points

Section 2: Writing
10 reagents 25 points 1X2.5=25%
EQUIVALENCE
Section 3: Listening Diagnosis test for first
0 7 reagents
- 8 = PRE- A1
25 points 1X3.6=25%
grade:

9 - 17 = Section
A1 4: Speaking

18 12 -reagents
26 25A2points 1X2.5=25%
=
27 - 34 = B1

35 - 36 = B1 - INDEPENDENT
Diagnosis test for second grade:

EQUIVALENCE
0 - = PRE- A1

- = A1

- = A2

- = B1

- = B1 - INDEPENDENT

Diagnosis test for third grade:

EQUIVALENCE
0 - = PRE- A1

- = A1

- = A2

- = B1

- = B1 - INDEPENDENT

The scale used in this diagnostic test in its different modalities (1st, 2nd and 3rd) is based on the
Common European framework (CEFR) and conforms to the guidelines proposed as a suitability
scale in the acquisition of a second language ( English level).

Common reference levels

The Common European Framework of Reference establishes a scale of six common reference
levels for the organization of language learning and homologation of the different degrees issued
by the certified entities. The division is grouped into three blocks that respond to a more classical
division of basic, intermediate and advanced levels, although they do not correspond exactly to
the classical levels because they are located above or below them.

LEVEL SUB-LEVEL DESCRIPTION

A1 It is able to understand and use everyday expressions of very
(Access) frequent use as well as simple phrases designed to satisfy
immediate needs. You can present yourself and others, ask for
and give basic personal information about your home, your
belongings and the people you know. It can be related in an
elementary way as long as the speaker speaks slowly and
A
clearly and is willing to cooperate.
(Basic user)
A2 It is able to understand phrases and expressions of frequent
(Platform) use related to areas of experience that are especially relevant
to him (basic information about himself and his family,
purchases, places of interest, occupations, etc.). Knows how to
communicate when carrying out simple and daily tasks that do
not require more than simple and direct exchanges of
information on issues that are known or usual. Can describe in
simple terms aspects of their past and their environment as
well as issues related to their immediate needs.
B1 It is able to understand the main points of clear texts and in
(Intermediate standard language if they deal with issues that are known to
) him, whether in work, study or leisure situations. Knows how
to handle most of the situations that may arise during a trip
through areas where the language is used. it is able to produce
simple and coherent texts on topics that are familiar to him or
B
in which it has a personal interest. You can describe
(Independen
experiences, events, wishes and aspirations, as well as briefly
t user)
justify your opinions or explain your plans.
B2 It is able to understand the main ideas of complex texts that
(High midium) deal with both concrete and abstract issues, even if they are of
a technical nature as long as they are within their field of
specialization. Can relate to native speakers with a sufficient
degree of fluency and naturalness so that communication is
carried out effortlessly by any of the interlocutors. It can
produce clear and detailed texts on diverse topics as well as
defend a point of view on general topics indicating the pros
and cons of the different options.
C1 it is able to understand a wide variety of extensive texts and
(Effective with a certain level of demand, as well as to recognize in them
operational implicit meanings. it knows how to express himself in a fluid
domain) and spontaneous way without obvious signs of effort to find
the right expression. You can make flexible and effective use of
the language for social, academic and professional purposes. It
C
can produce clear, well structured and detailed texts on
 (Competent subjects of a certain complexity, showing a correct use of the
user) mechanisms of organization, articulation and cohesion of the
text.
C2 It is able to easily understand practically everything he hears or
(Master's reads. Knows how to reconstruct information and arguments
degree) from different sources, either in spoken or written language,
and present them in a coherent and summarized manner. it
can express himself spontaneously, with great fluency and with
a degree of precision that allows him to differentiate small
nuances of meaning even in situations of greater complexity.

Reference: https://www.cambridgeenglish.org/es/exams-and-tests/cefr/