Regarding both reading and writing skills, answer the questions below.

1. The book "Language assessment" by D. Brown (page 189) says that one type of
reading assessment is called " interactive" What does he mean? Can you give an
example.? Write 2 short paragraphs. ( 05 p.)

It can be said that this evaluation proposes activities which have a combination of objectives,
focused on form and meaning, although it gives greater importance to the meaning. An
example would be cloze tasks, in these tests a sentence or short texts are shown from which
words have been omitted, but still shows enough context so that the student can close the
gap using the knowledge acquired in class. Here we have an example where students have
to place verbs in the past tense, already with topics worked on in the classroom.

Another example would be Short Answer tasks, in this type of task we are presented with the
reading passage and the teacher reads the questions, which must be answered in one or
two sentences, with open questions from the reading, demonstrating reading
comprehension, here is an example:

Sarah and Jake went out to ride their bikes. They rode all the way to the end of their block.
When they got there, they saw a cat was lost "Oh no," Jake said "He's lost Sarah got off her
bike and sat on the ground hoping the lost cat would come near her. He did! Sarah softly pet
the lost cat until he started to purr. "Let's take him home." Sarah said Jake walked both bikes
home while Sarah held the cat. When they got home their mom called the animal shelter
Someone had just called and said they lost their cat. Sarah, Jake, and Mom drove to the
shelter with the cat. The owner was there waiting. Jake and Sarah were so happy that the
lost cat was able to go back home!
1. What is the problem in the story?
2. Who are the characters in the story?
3. How do the characters feel when they find the lost cat?
4. How do the characters feel at the end of the story?
2. In our country we do have a serious problem in relation to Reading comprehension
in Spanish. Do you think that ELT theory and practice can help designing evaluation
tools? How? Write one para. (05 p.)

Yes, they would definitely help a lot because there are many techniques that I have not seen
that have been used by teachers here in Peru, especially playfully direct the way to a good
reading comprehension, I think that perhaps the teaching we were given, well and I speak
from personal experience in national schools was very unpleasant in terms of reading, we
always had the same structure for what is reading comprehension, which was to read and
develop questions, for many of my classmates was terrible, In my opinion, for example,
exercises such as the cloze task, which are typical in English, are not frequently included in
reading comprehension for Spanish, another technique for example would be Editing (longer
texts) or Read graphics in this case we could encourage with pictogram readings, so that the
class does not become slow, but dynamic, these activities are rarely used by teachers, but I
am sure that with a good variation of exercises such as those in the book we can create a
motivating environment for students in terms of reading comprehension.

3. In relation to assessing writing, design A WRITING TOOL TEST for a public high
school level including the grade, objectives, topic, appropriate scoring and time
alloted. ( 10 p.)
public high school level : 4th grade.
Objectives:
● Motivate students to read through different activities.
● Check for good reading comprehension.
● Verify grammatical topics presented in the classroom.
Topic:
● Countries and nationalities;jobs;personal possessions
● Adjectives;family
● Daily routines;free time activities
● Reading comprehension
Time: 1 hour
Test : Reading skills
1. Read this information.Tick the true sentences.Correct the false sentences
 a. Nina is from Germany.
b. Marcelo is from Brazil
c. Evrim is from Russia
d. Nina’s postcode is NW1 4TJ.
e. The class is in room 21
2. Read about Terry’s family.Then write the names on his family tree.
Hi, my name's Terry. I'm married and my wife's name is Megan. We've got one son.
His name is George and he's three years old. I've got one sister, Brenda. She's
married and her husband's name is Nate. They've got two children. Their daughter's
name is Tracy and she's got a brother called David. And my parents? Well, my
father's name is Arthur and my mother's name is Shirley. We're a very happy family, I
think.

a.

b. Fill in the gaps

1. Arthur is Tracy and David’s………….
2. Shirley is their………….
3. Terry is their………….
4. Megan is their………..
5. Tracy,David and George are Arthur and Shirley’s…………….
3. Read Barry´s email.Then answer these questions.
 1. Where are Barry and Liz on holiday?..................
2. Are they in Barry’s cousin’s house?...................
3. How many children has Karl got?.....................
4. How many people are in the cabin?.................
5. Is the cabin very big?...................................
4. Write Alberto’s sentences about his daily routine.
5. Read the following reading and answer the questions

Hello, I’m Lottie. I’m ten years old. I live with my dad and my
sister in England. I’m going to tell you about my dad.
This is my dad. His name is Paul. He’s 46 years old. His hair is
black and grey. He’s got green eyes. I’ve got green eyes too!
My dad gets up early most days. He makes our breakfast, and sometimes he takes
me to school. My dad’s making my breakfast in this picture.
My dad is a teacher. He doesn’t teach children. He teaches other people who work
with him. Dad’s at work in this picture.
My dad gets home at 5 o’clock. Sometimes I help him cook our tea. In this picture I’m
helping to make a pasta sauce.
After tea my dad sometimes helps me with my homework. He’s helping me with
maths here. I like maths!
In the evening we sometimes watch TV. Or my dad reads. He loves reading. I love
reading too!
At the weekend we do different things. Sometimes we go to the library. I’m choosing
some books here.
Sometimes at the weekend we go to the cinema, or to a concert. My dad loves
music.Sometimes the concerts are a bit boring.
It’s great living with my dad and my sister.

1. What is the main idea?

2. What kind of text is this?
3. What can you learn from this text?
RUBRIC
skills
4 points
You are always able to
identify the grammatical
elements and the purpose
Identification of for which it is used (to
grammatical elements for which it is used
and purpose of the text (informing, giving
instructions, advice, etc.),
etc.).
Determination of the Always recognizes what
theme of the text the text is about
what the text is about
and always identifies
identifies some of its
main ideas.
main ideas.
It is always able to
perceive how ideas or data are
ideas or data in the text:
Inference between identify the order of actions
data and ideas actions, match ideas with
in the text illustrations
with illustrations, substitute
connectors, etc.
LEVEL OF PERFORMANCE
3points
Almost always able to
identify the grammatical
identify the grammatical
elements and the
purpose for which it is
used (to
for which it is used
(informing, giving
instructions, advice, etc.),
etc.).
Can almost always
recognize what the text is what the text is about and
is about and almost
always always
identifies some of main
ideas.
It is able most of the
most of the time to perceive
how relate ideas or data in
the the text: identify the
order of actions of actions,
matching ideas with
illustrations, substituting
connectors, etc.
2 points 1 point
Still having It does not yet recognize
difficulty the grammatical
identifying elements and the
grammatical purpose for which it is
identify the used (to
grammatical for which it is used
elements and (informing, giving
the purpose for instructions, advice, etc.),
which it is used etc.).
(to
for which it is
used
(informing,
giving
instructions,
advice, etc.),
etc.).
.
It still recognizes with He still does not recognize
what text is about or identify
some of its ideas its main ideas. main ideas.
text and some of its main
ideas.
its main ideas.
It is still difficult for It is still difficult to perceive to
him to perceive perceive how relate ideas or
how ideas or data in the text identify the
ideas or data in the order of actions, match ideas
text: actions, matching ideas with
identifying the order illustrations, substituting with
of actions, matching illustrations, substitute
actions, matching connectors, etc.
ideas with
illustrations,
substituting
with illustrations,
substitute
connectors, etc.
 RUBRICA

Aspecto/criter Nivel 1 Nivel II Nivel III

io

Originalidad El modelo no El modelo El modelo manifiesta

y creatividad manifiesta manifiesta poca originalidad y
originalidad y ni originalidad y creatividad.
creatividad. creatividad.(3
puntos) (5 puntos)
(1 punto)

Manejo Del El modelo no El modelo El modelo muestra

Idioma muestra manejo del muestra escaso un buen manejo del
idioma en el manejo del idioma idioma en el
documento. en el documento. documento. (5
puntos)
(1 punto) (3 puntos)

Estilo propio El modelo ha sido El modelo ha sido El modelo ha sido

escrito por el escrito por el escrito por el
estudiante en forma estudiante en estudiante en forma
incorrecta y no forma adecuada y correcta y guarda
guarda coherencia no guarda coherencia con las
con las demás coherencia con las demás actividades.
actividades. (1 punto) demás (5 puntos)
actividades.

(3 puntos)

Actitudinal El estudiante muestra El estudiante El estudiante muestra

desinterés en la muestra poco interés en la
presentación del interés en la presentación del
documento. ( 1 punto presentación del documento. ( 5
) documento. (3 puntos))
puntos )

Puntaje máximo: 20 puntos.