Assessment: Student Manual

INATEC
Tecnológico Nacional
STUDENT MANUAL
ASSESSMENT
DISCIPLINE: LANGUAGE
LEVEL OF EDUCATION: SPECIALIST TECHNICIAN
ASSESSMENT
CREDITS
This is a National Technological Institute INATEC publication.
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Assessment
INTRODUCTION
The manual “Assessment” is aimed to help English teachers to improve the teaching–learning process
in the primary, secondary and tehcnical classroom.
The main purpose of this manual is providing teachers with technical foundations in order to
complement and strengthen the different skills.
This manual is composed by the following units:
1. Designing assessment instruments according to the learning activity.

2. Learning evaluation in primary, secondary and technical education systems.
3. Reinforcement strategies for English language learning.
General, technical and scientific information you need to know in order to acquire the competence
unit and competences elements are provided by this unit contents.
This manual contains illustrations, drawings, and graphics intended to help you internalize target
information.
Unknown words and technical terms not commonly used are defined and placed along the text. You
can find them within the text as footnotes which are labeled with numbers.
At the end of the manual you will find the following information:
• Index and images

• Bibliography
We hope that this information will help you to improve your language teaching skills.
TECNOLÓGICO NACIONAL
Assessment
ÍNDICE
UNIT I: DESIGNING ASSESSMENT INSTRUMENTS UNIT III: REINFORCEMENT STRATEGIES FOR ENGLISH
ACCORDING TO THE LEARNING ACTIVITY...................... 1 LANGUAGE LEARNING......................................................38
1. Evaluation techniques for learning activities............................ 1 1. Learning difficulties in the formative sessions......................38
1.1. Speaking..........................................................................................2 1.1. Learning difficulties.....................................................................38
1.2. Writing.............................................................................................. 3 2. Identifying language difficulties..............................................39
1.3. Listening comprehension........................................................... 4 2.1. Language difficulties identification strategies.................... 39
1.4. Reading comprehension............................................................. 4 3. Reinforcement activities...........................................................39
2. Types of assessment instruments for English language 3.1. Reinforcement strategies in the Primary Education ......... 40
learning......................................................................................... 5 3.2. Reinforcement strategies in the Secondary Education ...41
2.1. Ways to assess English language learners with 3.3. Reinforcement strategies in the Technical Education.......41
instruments.....................................................................................6
INDEX OF TABLES AND FIGURES...............................................44
3. Development of assessment instruments for English
BIBLIOGRAPHY.............................................................................45
Language Learning...................................................................... 8
3.1. Development of assessment tools for speaking skills........8
3.2. Development of assessment tools for writing skills..........14
3.3. Development of assessment tools for listening skills...... 16
3.4. Development of assessment tools for reading skills....... 18
UNIT II: LEARNING EVALUATION IN PRIMARY,

SECONDARY AND TECHNICAL EDUCATION SYSTEMS...
...............................................................................................21
1. Types of evaluation....................................................................21
1.1. Formative assessment............................................................... 21
1.2. Summative assessment ........................................................... 22
2. The evaluation in Primary Education......................................24
3. The evaluation in Secondary Education................................26
4. The evaluation in the Technical sub-system Education....... 33
4.1. Evaluation criteria........................................................................33
4.2. Methodological evaluation strategy.....................................33
4.3. Relationship of evaluation and planning.............................33
5. Implementation of the teaching notebook for the
registration and control of the protagonists.......................... 33
6. Implementation of the assessment instruments "Teacher
Portfolio" and "Student Portfolio"........................................... 34
7. Application of final exams........................................................35
8. Remedial plan for the protagonists with developing
competencies.............................................................................36
TECNOLÓGICO NACIONAL
Unit I: Designing assessment instruments according to the learning activity.
UNIT I: DESIGNING ASSESSMENT INSTRUMENTS ACCORDING TO THE

LEARNING ACTIVITY
Teachers and other educational professionals spend a lot of

time testing, evaluating and assessing students. Sometimes
this is to measure the student’s abilities to see if they can
enter a course or institution. Sometimes it is to see how well
they’re getting on. Sometimes it is because the students
themselves want a qualification. Sometimes this assessment
is formal and public, and sometimes it is informal and takes
place in day-to-day lessons.
Figure 1. Assessment instrument
It is necessary to be very clear about what is going to be evaluated considering

this process since the beginning of the learning, so that it is evident how the
student is adopting his/her competences from theory to practice.
Evaluation is the process by which evidence is collected and a judgment or opinion of

these activities is carried out taking into account pre-established criteria to give feedback
in order to improve suitability. In that sense, a comprehensive and integrated evaluation
of knowledge, skills, attitudes and values in action is required.
The evaluation must fulfill two basic functions; the

sum of the learning established in the curriculum
and the training, which favor the development
and achievements of said learning. That is, the
development of competencies and their elements.
In other words, the summative function can be
characterized as evaluation of competencies
and formative evaluation as evaluation for the
development of competences since it values the
processes that allow the student to get feedback.
Figure 2. Assessment instrument
1. Evaluation techniques for learning activities
We must begin by defining what evaluation techniques are and how these procedures constitute a
cornerstone to measure the achievements of learning in our students.
TECNOLÓGICO NACIONAL 1
Assessment
The techniques. -are defined as procedures and activities carried out by the students
and by the facilitator (teacher) in order to make effective the evaluation of learning.
1.1. Speaking
It is perhaps the most important aspect of the tests. However,

it is found relegated by the difficulties teachers encounter
when it comes to evaluate the process. Questions about
criteria and what specific weight give each of them are hot
topics between didactics and teachers.
Figure 3. Speaking
Table 1. Type of techniques for speaking
TASK TYPE SAMPLE TASKS WHERE THIS MIGHT BE APPLIED

• Role Play making a simple food order.
Role Play
• Role Play inviting a friend to lunch.
Story (re) telling (may be • Use family photos to tell a short story about a vacation.
picture cued) • Describe an accident you had to a friend.
• Answer personal information questions to obtain a library card.
Oral Interview • Answer questions about educational background, work experience and
skills in a job interview.
• Give directions to the nearest washroom a new student (e.g. go down the
Instructions/Directions hall. Turn right).
• Give detailed instructions on how to set up Quickbooks to keep track of
personal expenses.
• Participate in a panel discussion and give opinions about whether the
school should have a daycare.
Panel Discussion or Debate • Participate in a debate about a community issue( e.g. creating new bicycle
lanes).
• Tell a classmate who was absent about the lesson and homework from the
Oral Report/Presentation previous day.
• Give a researched presentation on one oil extraction method currently in
use.
• Demonstrate what to do and what not to do in a fire drill (e.g. not taking a
purse or jacket, not taking an elevator, walking to designated safe area,
Demonstration waiting).
• Demonstrate the use of an appliance, machine, or system at work to a new
co-worker.
• Discuss plans for an end of term event at school.
Small group Discussion • Participate in a work meeting and give suggestions on how to resolve a
health and safety issue.
2 TECNOLÓGICO NACIONAL
1.2. Writing
Writing skills are complex and difficult to teach, since they

require mastering grammatical and rhetorical instruments,
as well as conceptual maps and elements of judgment. For
evaluation, grammar skills can be measured with traditional
grammar test. But how do we measure the rest of the
elements? A grammar test analyzes only the correct use of
language, while a test of stylistic skills would measure its
effective use.
Figure 4. Writing
Table 2. Type of techniques for writing
Task Type Sample tasks where this might be applied

Story (re)telling (may be • Complete a guided text about yourself.
picture-cued) • Write a paragraph about a story heard in the news.
Notetaking • Copy the company name, address, application deadline, and contact
information from a simple job ad.
• Take notes (for letter use) while reading a detailed online text about how to
re-image a computer.
Messages • Write a short e-mail to a classmate asking if he/she would like to work on a
project with you.
• Write a personal note expressing an apology.
Personal letters • Write a short letter thanking a host for the dinner party.
• Write a letter to a friend expressing sympathy for the loss of a loved one.
Business letters • Write a brief letter to a landlord giving notice on a rental.
• Write a letter to the head of an academic department requesting a review
of course marks.
Memos • Write a brief memo reminding staff to recycle (paper, cans, bottles, etc).
• Write a workplace memo addressing a particular problem (e.g staff leaving
dirty dishes, parking in no-parking areas).
• Write a brief report about a local event for a community newsletter.
Reports • Write a production report on work stoppage times and reasons.
• Complete the personal information on a change of address form.
Forms and applications
• Complete a scholarship application for a university.
Instructions and procedures • Describe end of shift procedures in a short note to a work colleague (e.g.,
putting chairs away, turning off machines, turning off lights, locking the
door).
Assessment
1.3. Listening comprehension
A way to develop listening comprehension is the provision

of a carefully selected practice material. This material is
largely similar to that of listening comprehension tests.
Although audio-oral skills appear together in the speech
act, it is usually convenient to separate them at the time to
evaluate.
Figure 5. Listening comprehension
Listening is one of the most important skills you can have. How well you listen has a major impact on
your job effectiveness, and on the quality of your relationship with others.
Listening tests typically resemble reading comprehension tests except that the student listens to
a passage instead of reading it. The student then answers mulitiple-choice questions that address
various levels of literal and inferential comprehension. Important elements in all listening tests are (1)
the listening stimuli, (2) the questions, and (3) the test environment.
Some example techniques to evaluate listening skills are:
A PASSAGE A STORY AN INTERVIEW A CONVERSATION
1 2 3 4
GENERAL
SPECIFIC
AND SPECIFIC MAIN IDEAS
QUESTIONS
INFORMATION
5 6 7
Figure 6. Sample techniques to evaluate listening skills
1.4. Reading comprehension
To improve students' reading comprehension, teachers

should introduce some techniques of learner readers:
activating, inferring, monitoring-clarifying, questioning,
searching-selecting, summarizing, and visualizing-organizing.
These tecniques reading comprehension skills benefit every
learner, but are essential for beginning readers, struggling
readers, and English Language Learners.
Figure 7. Reading comprehension
Some techniques to evaluate reading comprehension are:
Using Prior Knowledge/Previewing Predicting
When students preview a text, they When students make predictions

tap into what they already know that about the text they are about to
will help them to understand the text read, it sets up expectations based
they are about to read. This provides on their prior knowledge about
a framework for any new information similar topics. As they read, they
they read. may mentally revise their prediction
as they gain more information.
Identifying the Main Idea and

Summarization Questioning
Identifying the main idea and Asking and answering questions

summarizing requires that students about text is another technique that
determine what is important and helps students focus on the meaning
then put it in their own words. of text. Teachers can help by
Implicit in this process is trying to modeling both the process of asking
understand the author’s purpose in good questions and strategies for
writing the text. finding the answers in the text.
Making Inferences Visualizing
In order to make inferences about Readers can take advantage of

something that is not explicitly illustrations that are embedded in
stated in the text, students must the text or create their own mental
learn to draw on prior knowledge images or drawings when reading
and recognize clues in the text itself. text without illustrations.
Figure 8. Reading techniques
2. Types of assessment instruments for English language learning
One of the most common reasons why teachers shouldn’t only use tests is because students may
have test anxiety. What tends to happen is that students are so nervous when presented with a test
that they don’t do as well. You then aren’t able to see what the student is really capable of. Also,
tests really only measure what students can memorize or recall, not necessarily what work they can
produce.
Assessment
The instruments are the physical or the digital support that are used to collect information
about the expected learning of the students. They are resource that provide us with
information about the student learning.
https://www.onlineassessmenttool.com/knowledge-center/assessment-
knowledge-center/what-are-the-types-of-assessment/item10637
2.1. Ways to assess English language learners with instruments
Rubrics and Performance Criteria (checklist)
• Using rubrics and performance criteria is a great way to assess a variety of student
work.
• When creating rubrics or performance criteria, make sure that what you’re assessing
is clear and fair from the beginning.
Oral Presentations or Performances
• Assessing oral presentations or performances typically include role-plays, interviews,

oral reports and summarizing/paraphrasing pieces of text.
Non-verbal Assessments
• For students who are shy or aren’t as proficient in English, using non-verbal
assessments is a great way to see a student’s academic progress. What you’re
looking for in this type of assessment is their understanding of vocabulary.
Written Assessments
• Written assessments are a nice way to see how students can apply their knowledge
of English over a wide variety of concepts. For example, you can use assignments to
see just how well they understand a text, or even different forms of writing.
Portfolios
• Portfolios are powerful assessment tools and are used to gather various samples of
student work to track their development over a period of time. In order to maximize
the potential of using a portfolio as an assessment tool, you should regularly curate
student work to include in them, and have scheduled conferences with students
about their work.
Figure 9. Ways to assess english language learners
You should also have a checklist of qualities that are important to showcase
student achievement. Not only you critique and assess the work, but so should
the students. That way, they’re responsible for their learning and take more
ownership of making sure they improve.
Performance
Interview
criteria or
checklists
rubrics
Components
you can Book
Tests reports
include in a
portfolio
Writing Recording
samples, drafts of oral
and final copies presentations
Figure 10. Components you can include in a portfolio
In order to best assess a student, you should include more than one kind of student work
in the portfolio. The work does not have to be the best work they’ve done, rather a wide
variety is best. Based on your judgment, you can even ask students for their opinion as to
what types of work they should include.
In a portfolio, you are looking for any type of improvement in their work. For example, if
you keep a couple of a student’s writing pieces, look to see if their sentence or paragraph
structure gets better. When looking at tests, see if their spelling tests, for example, have
gotten higher scores over time. If you notice that they continually lack in certain skills, this
would be the time to address it. You can either give the student extra support in class or
find ways for them to practice with extra work at home.
Assessment
3. Development of assessment instruments for English Language Learning
One of the problems that most concern the educational community resides in the lack of clarity
and concreteness when evaluating students’ performance; and more specifically, the difficulties in
conducting and evaluating written tasks in a foreign language.
Table 3. Different types of test
Placing new students in the right class in a school is facilitated by the use of placement
tests. Usually bases in syllabuses and materials the students will follow and use once
Placement tests their level has been decided on, these test grammar and vocabulary knowledge and
assess students’ productive and receptive skills.
While placement tests are designed to show how good a student’s English is in relation
to a previously agreed system of levels, diagnostic tests can be used to expose learner
Diagnostic test difficulties, gaps in their knowledge and skill deficiencies during a course. Thus, when
we know what the problems are, we can do something about them.
Progress tests are often written by teachers and given to students every few weeks to
see how well they are doing. In this way they can form part of a program of formative
assessment.
Progress or achievement
tests
Achievement tests only work if they contain item types which the students are familiar
with. Achievement tests at the end of a term (like progress tests at the end of a unit, a
fortnight, etc) should reflect progress, not failure.
Proficiency tests give a general picture of a student’s knowledge and ability (rather
than measure progress) They are frequently used as stages people have to reach if
Proficiency tests they want to be admitted to a foreign university, get a job or obtain some king of
certificate. Most public examinations are proficiency tests of this type.
Achievement tests and proficiency test are both concerned with measuring a student’s
ability at a certain time. Students only get one shot at showing how much they know.
Portfolio assessment Porfolio assessment of this kind has clear benefits. It provides evidence of student
effort. It help students become more autonomous, and it can foster student reflection
and help them to self monitor their own learning.
3.1. Development of assessment tools for speaking skills
This part addresses a number of questions that might arise as you develop your productive
skills assessment tasks. We begin by suggesting a number of task types that might be
useful in your classroom, before demonstrating how you might use the document to align
your task to the abilities of the learners in your class and to select your assessment
criteria. We end by discussing special concerns related to setting up speaking skills
assessment tasks.
CHECKLISTS
A checklist is easy to construct and use, and facilitates efficient feedback
on performance. Checklists can be particularly useful for informal feedback
when assessing for learning. When your purpose is assessment of learning,
you will need to adapt the form to indicate the criteria for task success.
RATING SCALES
Rating scales are also easy to construct, and allow the instructor to assess
gradations of success in a task. Scales can be numeric (e.g., 1-5), descriptive
(e.g., yes, almost, not yet), or even visual (e.g., happy face / neutral face / sad
face emoticons).
PORTFOLIO
A portfolio is a collection of student work documents that showcases your
effort, progress, and achievement. The portfolio is a form of evaluation that
allows to monitor the learning process by the teacher and by the student
himself, it allows to introduce changes during said process.
RUBRICS
RUBRICS Rubrics present assessment criteria in a series of descriptors, according to
level of success. They are complex and time consuming to develop and are
most effective when learners have the opportunity to become familiar with
them. They can be adapted for self-assessment, but because of the heavy
language load, are most appropriate for use with higher level learners.
OBSERVATION GUIDE
Observation Guide provides the opportunity to monitor or assess a process
or situation and document evidence of what is seen and heard. The key
to using observational data as evidence in an evaluation is to take a
systematic and consistent approach as you collect, organise and analyse
what is observed
Figure 11. Assessment tools
Assessment
Table 4. Speaking checklist example
Speaking skill
Speaking CHECK LIST Example
Teacher’s name: Level: Date: Score:

Knowledge/s:
Activity to observe:
# Criterias Good= G Need Improvement = NI

G NI
1 Use the alphabet through simple conversation
Use personal information question through
2 short dialogues, simple conversation and
other
Use common phrases, basic instructions
3 in the classroom making use of dialogues,
conversations
Student Performance
Student’s name
Comments:
Table 5. Speaking portfolio example
Speaking portfolio example

Unit 2
Ability Can do Statement I can do this..
With Easily Difficulty
I can ask and answer simple questions using the verb 1 2 3 4
(Overall Spoken
to “Be”.
Interaction)
I can take part in a simple conversation asking and 1 2 3 4

answering simple questions and describing my
opinions or feelings.
I can practice asking for or giving personal information 1 2 3 4
with a partner.
I can listen to and repeat sentences using personal 1 2 3 4
pronouns we, you, and they in affirmative, interrogative
Spoken
Overa
and negative in short dialogues and conversations.

ll
I can pronounce numbers from 0 to 20 1 2 3 4

I can practice asking for or giving personal information. 1 2 3 4
Table 6. Speaking rubric example
Speaking Rubric Example

Knowledge/s:
The following Speaking Rubric will be used to assess students’ performance while speaking, 100pts will be
given to the student who successfully meets the criteria described below.
Accuracy / Grammar: 35PTS
_____/5pts Effective use of greetings

_____/5pts Effective use of leave-takings
_____/10pts Effective Use Verb “Be”
_____/15pts Effective use of personal Pronouns I & You
__________/35
Vocabulary: 35PTS
_____/5pts Use Different Greetings to communicate

_____/5pts Use different leave-taking phrases
_____/10pts Use of personal pronouns I & you
_____/15pts Well use of Verb Be (am, is, are).
__________/35
Comprehension: 30PTS
_____/5pts Understand basic greetings.

_____/5pts Understand leave-taking expressions.
_____/10pts Understand Personal Pronouns I & You.
_____/10pts Understand Verb Be (am, is, are).
__________/30
Comments:
Assessment
Table 7. Observation guide example

Observation Guide Example

The following observation guide will be used to assess students’ performance while speaking, 100pts will be
given to the student who successfully meets the criteria described below.
Career: _________ Group: _________ Module: _______________

Student’s name: ________________________________________
Knowledge(s): _________________________________________
Activity to observe: ______________________________________
Instruction: ____________________________________________
Part I Auditive Comprehension

1. Identify the personal pronouns “I” and “You” and the verb “be” using affirmative, negative and
interrogative questions and expressions.
2. Understand greetings and farewell expressions through simple dialogues.
3. Identify the days of the week using comprehensive listening exercises.
4. Listen to the numbers 1-10 identifying their meaning and pronunciation.
Part II Oral Expression

1. Use common greetings and expressions through dialogues, conversations, among others to
communicate.
2. Express the personal pronouns "I" and "You" and the verb "be" in affirmative, negative and interrogative
sentences.
3. Demonstrate courtesy rules by expressing simple phrases of greetings and farewell.
Part III Pronunciation Domain

1. Identify the difference between the sounds / h / / ai / / i /. through audios, dialogues and conversations.
2. Pronounce the sounds / h / / ai / / i / through simple words.
3. Pronounce the greatest voice strength using the sounds / h / / ai / / i / in simple words.
Part IV Grammar and Vocabulary

1. Use the personal pronouns I and You and verb "be" in its complete and contracted form through
interrogative sentences and short answers.
2. Use the numbers from 1 to 10 in everyday conversations.
3. Use the days of the week in everyday conversations.
Part V Sociolinguist Adequacy

1. Use courtesy expressions when presenting and being presented through dialogues and conversations.
2. Establish short conversations through presentations and dialogues.
Comments:
Table 8. Directed questions example

Directed questions Example
Directed questions are posed to guide the direction of the topic discussed or clustered groups of ideas. On this
kind of assessment tool the teachers will write the question depending on the content or lesson.
Example
Unit 1 Lesson 3
1. What’s your name?

2. How do you spell your first name?
3. Where are you from?
4. How old are you?
Lesson 3: TALKING ABOUT PERSONAL INFORMATION

Competences Assessment criteria Contents
C2: AC2.1: He / She interacts in a simple way The Alphabet.

Can interact in a simple way using personal information expressions
but communication is totally when engaging in dialogues, Personal information.
dependent on repetition at a conversations, etc.
slower rate of speech, rephrasing The classroom.
and repair. AC2.2: He / She interacts in a simple
(OVERALL SPOKEN INTERACTION) way using classroom's objects and
commands when engaging in dialogues,
conversations, etc.
AC2.3: He / She interacts in a simple

way using the alphabet to spell personal
information such as names, last names,
phone numbers when engaging in
audios, dialogues etc.
C3: AC3.1: He/ She produces simple phrases

Can produce simple mainly isolated when personal information
isolated phrases about people expressions are used in conversations
and places. or communicative activities.
(OVERALL SPOKEN
AC3.2: He/ She produces simple phrases
PRODUCTION)
isolated when classroom's objects and
commands are used in conversations or
communicative activities.
Assessment
3.2. Development of assessment tools for writing skills
Writing is normally considered a type of reinforcement and extension of the other skills
of listening, speaking and reading. It is very important in the English language learning
process since it initially helps to develop oral expression and listening. Dictation is an
example of a writing activity that takes place in class and requires immediate correction
and regeneration. There is a variety of written texts, each one represents a different
genre and has certain rules for its production.
Table 9. Checklist for writing example
Checklist
Module: A1
Skill to evaluate: Writing
Type of Text: Profile
No. Assessment of criteria Yes No

Laid the text type out (Introduction, description about oneself, likes
1
and preferences).
Achieved the communicative purpose of the task (stated the proper
2 contents in the correspondent case). Fulfilling the intention of the
task, including all the relevant points.
3 Organized the data filled in logical order accordingly to a profile.
Developed the text using the functions accordingly to the purpose of
4
a profile (issued personal information).
Used the text conventions of a profile ( age, address, first name,
5
surname, height, likes, preferences, work experience, training)
Displayed concordance in the use of language structures with the
6
communicative purpose of a profile. (e.g. Past, present, future)
Selected the appropriate vocabulary accordingly to the genre of the
7
text. Used convenient register (formal).
Evidenced the development of the micro skills considered in the
8 syllabus that could occur in a profile in question (followed the
sequence of functions in the text (specified personal information,
work skills, experience and availability).
Table 10. Task sheet of writing example
GENERAL INSTRUCTIONS
1. Read the following instructions carefully.
2. You have 10 minutes to:
A) Read this task sheet

B) Plan and organize your ideas and write filling the registration form.
3. You have 40 minutes to do the task.

Note: Total time of evaluation is 50 minutes
4. Write legible, neat and clear
TASK SHEET
You are looking for a job in a big enterprise.
You need to write your profile and give it to the person who is going to interview you.
Write from 100-150 words.
Table 11. Rubric for writing example
Criteria 4 3 2 1 0
Structure The text is The text is Mixed structures Some structure No structure.
(cohesión structured structured and there is no parts missing. No cohesion or
-coherence) correctly. Correct correctly but correct cohesion Cohesion and coherence.
(introduction, cohesion and there is no or coherence. coherence
development, coherence). cohesion or missing
conclusion) coherence.
Writer makes an Writer makes an Writer makes a Writer makes Writer makes
Use of appropriate use appropriate but non appropriate a few and no no use of
connectors of connectors repeated use of and repeated use appropriate use connectors.
connectors. of connectors. of connectors.
Writer uses all Writer uses Writer uses some Writer uses a Writer doesn’t
VOCABULARY the appropriate most of all the the appropriate few appropriate use any of the
(v) vocabulary of the appropriate vocabulary of the vocabulary of the appropriate
unit. vocabulary of the unit. unit. vocabulary of the
unit. unit.
Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes Writer makes
errors in grammar errors in grammar errors in grammar more than 4 lots of errors in
that distract the that distract the that distract the errors in grammar grammar that
GRAMMAR (gr) reader from the reader from the reader from the that distract the distract the
content. And uses content content. reader from the reader from the
complex grammar content. content.
structures
appropriate for
the unit.
Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes Writer makes
errors in spelling errors in spelling errors in spelling more than 4 lots of errors in
SPELLING (sp) that distract the that distract the that distract the errors in spelling grammar that
reader from the reader from the reader from the that distract the distract the
content. content. content. reader from the reader from the
content. content.
Assessment
Table 12. Speaking portfolio example
Writing portfolio example

Unit 4
With Difficulty Easily
I can write short sentences using common adjectives. 1 2 3 4
Writing
I can write simple questions and answers using colors 1 2 3 4

and adjectives.
I can write the possessive “s” in affirmative sentences. 1 2 3 4
3.3. Development of assessment tools for listening skills
Listening comprehension
It is an interactive process that consists of perceiving and constructing messages through

countless cognitive and affective mechanisms. It is essential to understand what others are
saying in order to answer or respond to another person. Despite its importance, listening
comprehension in the past was normally abandoned in teaching foreign languages until
that the communicative approach made teachers understand the importance of this basic
linguistic ability.
Table 13. Listening portfolio example
Listening portfolio example

I can understand basic greetings and leave-taking 1 2 3 4
expressions.
I can identify and understand Numbers. 1 2 3 4
I can understand the days of the week. 1 2 3 4
I can identify Personal Pronouns and the verb “Be”. 1 2 3 4
LISTENING
I can understand the English alphabet. 1 2 3 4

I can Identify the name of different countries. 1 2 3 4
I can understand and follow simple and short 1 2 3 4
instructions.
I can understand when someone provides personal 1 2 3 4
information.
I can understand simple words and short phrases. 1 2 3 4
Table 14. Example of rubric for listening
Listening Skills Assessment (All of the Time = Competency)

Rubric example for listening skills
Listener: None of the Some of the Most of the All of the Time
Time Time Time
Apparently
focuses attention
on the speaker.
Responds
appropriately
to dramatic or
comedic moment
with silence,
laughter, and body
language.
Once someone has become an alert, competent listener, it is possible to assess how
much of communication has been comprehended.
Evidence of Story Listening Skills

Beginner Intermediate Proficient Accomplished
After Listening To Can answer non- Can summarize Can retell the story Can skillfully retell
A Story A Student: subjective factual the story in an in a sequence the story with a
questions such organized fashion of events with sense of metaphor
as the names of with a beginning/ descriptive details, making it relevant.
the characters, middle/end feel. dialogue, and to listeners.
the stated setting characterization.
of the story, the
subject matter of
the story.
Table 15. Rubric for listening example

RUBRIC FOR LISTENING
Poor Fair Good
1 pts 2 pts 3 pts
Listening Process Poor Fair Good
Student is having a Student is receiving Student is comprehending

hard time receiving, information, but is what is being said because
attending, and having a hard time they are receiving,
assigning meaning to attending to it and attending, and assigning
words spoken. assigning meaning. meaning to what they hear.
Assessment
RUBRIC FOR LISTENING

Poor Fair Good
1 pts 2 pts 3 pts
Listening Types Poor Fair Good
Student is struggling to Student is Student is fully

develop discriminative, demonstrating an engaged in listening in
aesthetic, efferent, and eagerness to listen, everything that's being
critical listening. for he or she is taught and said.
aesthetically and/or
efferently listening.
Remembering Info. Poor Fair Good
Student is struggling Student uses strategies Student listens

to remember what was to enhance listening critically, therefore
said or taught because abilities, but lacks is able to evaluate
of their lack of listening difference in efferent and comprehend all
strategies. and aesthetic listening. information.
3.4. Development of assessment tools for reading skills
Reading is an interactive process that works best when you read it associated with writing,
listening, or speaking activities. According to Goodman’s Kenneth (1970, quoted in Brown,
2001) reading is a process that includes factors such as: intellectual abilities (strategies to
infer or interpret meaning, retention of information, experience
to understand a text, etc.) and the knowledge of a variety of signs linguistic (morphemes,
syllables, words, phrases, etc).
Comprehensive reading involves intelligence for the interpretation of the text, whether it is being
read in the native language or in the foreign language. People normally read for two main reasons:
pleasure as in the case of novels, short stories, poems, etc .; or for obtain information, that is to say
to find out something or to do something with that information. (Eg reading an instruction manual to
operate a home appliance).
Understanding a written text means extracting the required information so effectively as possible
employing various strategies like skimming "Read superficially to find main ideas" or scanning "read
carefully to look for details in a text”, among others.
Table 16. Rubric for reading comprehension
Literal Inference Critical Creative

Characters, Connects detail Evaluates story Imagination
Key concepts setting, problem, of story, grasps information and sparked by story
plot detail implicit meaning meaning
Literal Inference Critical Creative

What is this book Connects detail Evaluates story Imagination
Questions to ask about? of story, grasps information and sparked by story
implicit meaning meaning
What is this book What details help Did you like the What else would
about? you know that? book? Why? you like to learn
What is the What did you learn What questions about this?
most important from the pictures do you still have Can you relate the
information? or charts? about the book? book to your life?
What did you Can you make a
learn? picture inspired by
the book?
-Can’t identify -Does not No options -Does not connect
main idea, ideas describe any inferences or the book to
are inaccurate, details (1) insights (1) anything else (1)
even with
prompting. (1) -Requires -With prompting -With prompting
prompting to expresses can make loose
-Requires produce a few opinions and connections to
prompting, supporting details makes inferences things outside the
limited sense of (2) (2) book (2)
main idea, some
inaccuracies (2) -Adequate detail -Has opinions -Connects the
without prompting, and can espress book to own life,
-Adequately connects details to response to the considers related
explain main main ideas (3) book (3) ideas (3)
ideas, but limited
detail without -Grasp details -Thoroughly -Makes sensitive
prompting (3) and how they are responsive to and connections to
connected. Uses opinionated about own life, prior
-Full grasp of Pictures, charts, the book (4) knowledge, new
main idea with etc. (4) questions (4)
no prompting
required (4)
Table 17. Reading portfolio example
READING PORTFOLIO EXAMPLE

Unit 3
I can do this..
Ability Can do Statement
I can read and understand simple texts in which 1 2 3 4
vocabulary of common things is used.
Reading
I can read and understand simple texts in which the 1 2 3 4

indefinite articles a-an.
I can read and understand numbers. 1 2 3 4
Assessment
Table 18. Rubric for story retelling example
Rubric for Story Retellings example
Name: _______________________ Date: ______________
Comprehension Score of 4 Score of 3 Score of 2 Score of 1

Elements
Story Elements: Without The reader The reader The reader is

Characters, prompting, the includes most of includes some of unable to state
setting, problem, reader includes all the story elements the story elements or confuses story
event sequence, elements story elements
resolution
Details The reader laces The reader laces The reader The reader does
retelling with retelling with includes some not includes
all significant significant and accurate details accurate details or
and accurate accurate details gives inaccurate
details and some details
minor ones in a
subordinate way
Inferences, Reads between Reads between Makes a partially Does not read
Predictions, and the lines to make the lines to make accurate between the
conclusions an insightful an accurate interpretation of lines or makes
interpretation interpretation with the text an inconsistent
supported by sufficient evidence or inaccurate
thorough evidence from the text interpretation
from the text
Table 19. . Rating scale example
RATING SCALE EXAMPLE
Directions: Score the retelling on an 8-point rating scale. Each item below is worth 1 point.
__ 1. Begins story with an introduction.

__ 2. Name main character(s)
__ 3. Includes information about setting (time or place)
__ 4. Refers to the main goal or problem.
__ 5. Includes important events that highlight the beginning.
__ 6. Keeps the ideas in sequence.
__ 7. Names the solution to the problem or the attainment of the goal.
__ 8. Provides a conclusion related to the story.
__ TOTAL POINTS
Unit II: Learning evaluation in primary, secondary and technical education systems
UNIT II: LEARNING EVALUATION IN PRIMARY, SECONDARY AND

TECHNICAL EDUCATION SYSTEMS
1. Types of evaluation
Formative assessment and summative assessment are two overlapping, complimentary

ways of assessing pupil progress in schools. While the common goal is to establish
the development, strengths and weaknesses of each student, each assessment type
provides different insights and actions for educators. The key to holistic assessment
practice is to understand how each method contributes to the end goals — improving
school attainment levels and individual pupils’ learning — and to maximise the
effectiveness of each.
1.1. Formative assessment
Formative assessment is more diagnostic than evaluative. It is used to monitor pupil

learning style and ability providing ongoing feedback and allowing educators to adjust
their teaching methods by taking into account his/her students need.
Most formative assessment strategies are quick to use and fit seamlessly
into the instruction process. The information gathered is rarely marked or
graded. Descriptive feedback may accompany formative assessment to let
students know whether they have mastered an outcome or whether they
require more practice.
Formative assessment examples:
Short comparative assessments to see how

Impromptu quizzes or annonymous voting
pupils are performing against their peers
One-minute papers on a specific Lesson exit tickets to summarise what

subject matter pupils have learnt
Silent classroom polls Ask students to create a visualisation or

doodle map of what they learnt
Assessment
Why formative assessment is important

for learning:
Examine
pupil work
Formative assessment is a flexible and

informal way of assessing a pupil’s progress
Inform
and their understanding of a certain subject
set tasks Formative teacher matter. It may be recorded in a variety of
assessment knowledge ways, or may not be recorded at all, except
perhaps in lesson planning to address the
next steps.
Inform Formative assessment helps students

instruction identify their strengths and weaknesses
and teaching
and target areas that need work. It also
methods
helps educators and governors recognise
where students are struggling and address
Figure 12. Formative assessment problems immediately.
1.2. Summative assessment
Summative assessment aims to evaluate student learning and academic achievement

at the end of a term, year or semester by comparing it against a universal standard or
school benchmark. Summative assessments often have a high point value, take place
under controlled conditions, and therefore have more visibility.
Summative assessment examples:
End-of-term or midterm exams
Cumulative work over an extended period such as a final project or creative portfolio
End-of-unit or chapter tests
Standardised tests that demonstrate school accountability are used for pupil admissions
Are there any

common gaps in
students learning?
Is there a need to
develop further Summative What information
teaching methods assessment is retained and
or enrichment mastered?
activities?
What are the

strengths and
weaknesses in the
teaching plan and
curriculum as a
whole?
Figure 13. Summative assessment
Why summative assessment is important for learning
In the current education system, standard-driven instruction plays a significant role.

Summative assessment, therefore, provides an essential benchmark to check the progress
of students, institutions and the educational program of the country as a whole.
Formative: It forms part of Summative: It determines Both: They are ways to assess
the instructional process, what students know at a pupils, they must evaluate
and helps teachers modify particular point in time or end pupils effectively, they are
teaching methods and future of a learning segment. used for students feedback,
lessons based on needs. They assist in future lesson
planning.
Figure 14. Formative and summative assessment
Assessment
2. The evaluation in Primary Education
The new approach of the curriculum implies that the results obtained by
the students are valued at function of the competences acquired for its
future performance, therefore the evaluation must be oriented towards the
implementation of the three functions of the evaluation: diagnostic, formative
and summative which play an important role as a mean of obtaining information
for feedback the educational process developed in the classroom and the
assessment of the learning of the students.
The table below presents the definition, purposes, functions, moments and
instruments suggested for each type of evaluation.
Evaluation in Primary Education differs from one grade to another. Evaluation in

1st and 2rd grade is formative and from 3rd to 6th grade, it is summative.
This sub-system works with performance indicators which are a means to focus
on specific expectations of a program. They facilitate the curriculum delivery
strategies, and assessment procedures. There is a global performance indicator
and there are some evaluation criteria which are derived from the objectives
of each lesson.
Table 20. Registration of formative or process evaluation result example
Registration of Formative or Process Evaluation Results
Discipline: English
School: Room: Shift:
Achievement indicator FIRST CUT
Evaluation criteria (derived from the lesson objective) Qualitative

Number Student full
assessment
name
Performance indicators indicate what concrete actions the student should

be able to perform as a result of participation in the program. Once program
outcomes have been identified, the knowledge and skills necessary for the
mastery of these outcomes should be listed. This will allow the desired behavior
of the students to be described, and will eliminate ambiguity concerning
demonstration of expected competencies. Performance indicators are made up
of at least two main elements; action verb and content (referent). The expected
behavior must be specified by name, using an observable action verb such as
demonstrate, interpret, discriminate, or define. Sample performance indicators:
• Students will know a professional code of ethics. (knowledge)

• Students will be able to describe the problem solving process.
(comprehension)
• Students will solve research problems through the application of scientific
methods. (application).
There are three different scales used to evaluate student achievement.
AA(AL): ADVANCED LEARNING

The competence achievement indicators have been
achieved with the expected performance.
AS (SL): SATISFYING LEARNING

Most of the competence achievement indicators have
been achieved satisfactorily.
AF (FL): FUNDAMENTAL LEARNING

There is an evidence of minor achievement of the
Competence Achievement Indicators, although the
student has developed some learning levels.
Figure 15. Scale to evaluate student achievement
Table 21. Rubric example for primary sub system education
Number of Unit: 1 Name of teacher: Grade: Room:
Lesson Objectives AL SL FL
Lesson 1 Use and respond greeting Use or respond greeting Present major difficulties
Learn greeting words: hello words correctly words with minimal in managing greeting
and hi difficulties words
Assessment
Lesson Objectives AL SL FL
Lesson 2 Use and respond greeting Use or respond greeting Present major difficulties
Learn the difference between and farewell words and farewell words with in using greeting and
hello/hi and goodbye/bye correctly minimal difficulties farewell words
Lesson 3 Ask and respond Ask or respond someone’s Present major difficulties
Learn to ask someone’s name: someone’s name correctly name with minimal in asking and responding
What’s your name? difficulties to someone’s name
I’m (name)
Scale of qualification: AL: Advanced learning, SL: Satisfying learning, FL: Fundamental learning
Advanced learning: The competence achievement indicators have been achieved with the expected
performance.
Satisfactory learning: Most of the competence achievement indicators has been achieved satisfactorily.
Fundamental learning: Is is an evidence of minor achievement indicators, although the student has
developed some learning levels.
3. The evaluation in Secondary Education
The evaluation of learning is an integral part of the process of curricular design and
development, for which it has as theoretical and technical references those that are
postulated in the Foundations of the Basic National Curriculum. The results obtained
through the learning evaluation guide the decision making on: modify certain processes,
change some strategies, extend the time dedicated to certain thematic aspects, propose
different activities, promote changes that make the class more participatory and others,
with in order to introduce improvements in the teaching-learning process.
When planning the evaluation in the classroom, it is convenient to take into account the following
phases:
1
PHASE I: PLANNING THE EVALUATION
This involves answering the following questions: What will I evaluate? What will
I evaluate for? How will I evaluate? With what instruments? When will I evaluate?
2
PHASE 2. THE COLLECTION AND SELECTION OF INFORMATION.
Obtaining information on student learning is done using formal, semi-formal or
non-formal techniques.
3
PHASE 3. INTERPRETATION AND EVALUATION OF THE INFORMATION.
It is done in terms of the degree of development of the established learning.
4
PHASE 4. DECISION MAKING.
The results of the evaluation should lead us to apply pertinent and opportune
measures to improve the learning process.
5
PHASE 5. COMMUNICATION OF THE RESULTS.
This means that the educational process is analyzed and discussed with the
participation of the students, teachers and mothers and fathers
Figure 16. Evaluation phases in secondary education sub system
The evaluation in Secondary Education is classified in diagnostic (at the beginning), formative (during
the process), and summative (at the end).
Table 22. The evaluation in secondary education sub system
Diagnostic Formative Summative
Definition This type of evaluation It refers to the set of This form of evaluation
is used to judge of in probationary activities and designates the form by
advance what will occur appreciations through which which is measured and
during the is judged and controlled the judges the learning in
educational process or very advance of educational order to certify it, assign
after this one. process, systematically qualifications, determine
examine the results of the promotions, etc.
teaching.
Assessment
Diagnostic Formative Summative
Purpose Help in making relevant Guidance regarding action Take decisions conducive
decisions to make the alternatives and direction to assign a rating totalizer
process more viable they are leaving presenting to each student, which
educational or effective, as advances in the process reflects the proportion of
avoiding formulas and and teaching-learning. objectives achieved in
paths inadequate. the course.
Function Identify the reality Dose and regulate properly Explore balanced
particular of students the rhythm of learning. learning in contents
participating in the process included, locating in the
educational, Feedback on learning with results the level Individual
comparing it with the the information released. achievements.
intended reality in
the objectives and Emphasize the importance
requirements or conditions of the contents more
that your achievement valuable. Direct learning
demand. about the procedural paths
that show greater
effectiveness. Inform
each student about your
particular achievement level.
Determine the nature and

modality of subsequent
steps.
Moment At the beginning of the During the educational At the end of the
educational process. process, in any of the critical educational process.
points of process.
Instrument - Checklist - Checklist - Checklist
- Objective tests structured - Portfolio with rubric or - Portfolio with rubric or

that explore or recognize guidelines guidelines
the real situation of
students in relation with - Draft - Test
the process
- Informal tests, practical - Draft
exams, observation and
record of performance - Objective tests that
interrogation include samples
proportional to the all
objectives incorporated
into the educational
process that is going to
qualify.
Procedures for evaluation, qualification and registration of evidence of learning.
The evaluation requires a mechanism in accordance with the curricular

approach, aimed at showing the scope of the competences in the students. It is
sought that in addition to the theoretical domain, it facilitates the development of
applicative, investigative and practical skills that make learning an experiential
and really useful for the life and development of the country. In this sense,
the formative or process evaluation is the one that, in addition to providing
feedback to both processes (teaching - learning), can provide evidence of the
progress of the students and will serve as input to assign a final assessment.
In Secondary Education, the learning evaluation results will combine

quantitative criteria that would have their equivalence on a qualitative scale.
The established criteria are consistent with the levels of development and
learning characteristics of the students in Basic and Middle Education.
The evaluation of learning in the classroom will take as the main criterion the
achievement indicators proposed in the study program, which specify and
demonstrate the learning that students will develop, with the understanding
that by reaching these indicators they are being achieved the competences
that they aim to achieve gradually throughout the School Year.
Some considerations to take into account to apply the quantitative and qualitative assessment
criteria by teachers
Analyze the evidence of The evidence of the indicators Attitudinal evaluation will be
learning obtained from the of achievement achieved valued by the teacher with the
evaluations derived from by the students, collected highest sense of fairness and
the formative or process through different techniques justice, highlighting the best
evaluation of the achievement and instruments used during manifestations of professional
indicators. the teaching-learning process, ethics that should characterize
should be organized and it.
recorded so that there is
an orderly, objective and
available record of the different
educational instances.
Assessment
How to evaluate, qualify and record the learning results?
The Learning Assessment process begins with the monthly schedule. In this first moment, the teachers
program the Achievement Indicators and the programmatic content to be developed during a month
in the classroom.
It captures the indicator (s) of programmed achievement (s), from which learning activities are derived
that are subject to evaluation. To evaluate the learning activities, different techniques and instruments
can be used to obtain evidence of the scope of learning of the students in the different moments
of the process (diagnostic, formative or summative evaluation). The techniques and instruments are
selected by the teachers according to their information needs and the reality that is presented to them
in their classroom.
The teachers will record the achievements of the students during the teaching-learning process,
mainly in two instruments:
1. In the “Report Card of Attendance and Grades”, which will be useful to

monitor the progress of each student and to record the grade in each
evaluation cut.
2. The School Bulletin, in which the quantitative and qualitative results

obtained in the evaluative cuts of each semester are written and records
the final grade for the corresponding grade. The main purpose of the
School Newsletter is to communicate to parents and students about
the progress or difficulties they are having in learning. Additionally, the
teacher may use this information to continuously monitor the progress of
the students based on the programmed and developed learning.
The Learning Assessment Criteria for Secondary students are:
• Advanced Learning (AL): The Achievement Indicators of the Grade Competencies have been
achieved with the expected performance.
• Satisfactory Learning (SL): Most of the Achievement Indicators of the Grade Competencies have
been satisfactorily achieved.
• Elementary Learning (EL): There is less evidence of the Achievement Indicators, although it
shows having reached certain levels of learning.
• Initial Learning (IL): The scope of most of the Achievement Indicators is not evident.
The grading scale for learning assessment is as follows:

Table 23. Learning assessment criteria for Secondary Education
Competency Level Qualitative Quantitative

Proficiency Achieved (PA) Advanced Learning (AL) 90 - 100
Satisfactory Learning (SL) 76 - 89
Competence in Process (CP) Elementary Learning (EL) 60 - 75
Initial Learning (IL) Less than 60
Minimum passing grade is 60
The Summative Evaluation is the one used to record in a quantitative and qualitative way the results
of the learning achieved by the students in each evaluation cut. Given the flexibility characteristics
of the Curriculum, the teacher can select the procedure that he considers most appropriate to the
corresponding grade and discipline to obtain the Summative Assessment of the students.
ALTERNATIVE 1.
Below is an example of recording the ratings obtained by students. Since the Indicators of Achievement
are our main reference, the registration can be as follows:
Table 24. Example of recording the rating in Secondary Education
Name Striped Indicators to Evaluate Total Written Assessment Assessment
60 Points accumulated test Quantitative Qualitative
60 Points 40 Puntos
Indicator 1 Indicator 2 Indicator 3 Indicator 4 Indicator 5
Juan 15/20 5/10 10/10 5/5 15/15 50/60 30/40 80/100 SL

Perez
Martin 10/20 10/10 5/10 0/5 10/15 35/60 30/40 65/100 EL
Ruiz
It is necessary to consider that in the example above, the evaluation of five achievement
indicators is presented, selected to evaluate and report the qualification of the students,
the selection of the number of indicators will be determined in the judgment of the
teacher when selecting those that meet the highest level criteria complexity and that in
turn contain or integrate the other proposed indicators. In the event that it is necessary,
the teacher may write or adapt indicators to transform them into encompassing indicators.
What are the Comprehensive Indicators of Achievement?

Those are achievement indicators that represent a higher level of complexity
in relation to the cognitive processes involved in learning. These may contain
one or more indicators than those presented by the program unit.
Assessment
Example 1, on the selection of achievement indicators to assess student learning
Degree Competence: 1. The student demonstrates comprehension to simple directions, classroom

routines and frequently used commands.
Cross Curricular Theme Competence: 1. Demonstrates ability to establish and maintain meaningful
and respectful interpersonal relationships in their environment.
Achievement Indicators:
The student follows and responds simple commands

The student identifies classroom objects.
The student understands and respects classroom rules
The student recognizes the numbers from one to ten in the target language.
The student uses article a / an before singular nouns.
Techniques and Instruments for Evaluating Learning in the Classroom
In any educational process, we need to collect systematic, rigorously planned information, using the
procedures, techniques, and instruments that guarantee the most accuracy of the data obtained.
Remember: The teachers can identify and use those techniques and instruments
that they consider most appropriate to the situation presented in the development
of the educational process. The examples presented in this document can be used
to evaluate the initial development, during and end of the educational process.
"The examples presented here may be optionally used”
The examples presented below can be used and adequate to evaluate during the initial, development,
and end of the educational process, as well as the attitudes, values and interests of the students
towards the different disciplines.
The observation Essay The project Oral tests
1 2 3 4
Analysis of student
Objective Evidence The interview The question productions: The
Monograph, The
Summary, The Report,
5 6 7 The Conceptual Map
4. The evaluation in the Technical sub-system Education
4.1. Evaluation criteria
Define the quality of the performance that will show that the participant has reached a
specific standard, much more than a learning result. They are a series of elements that
specify how a given job will be evaluated, and under what conditions.
4.2. Methodological evaluation strategy
It refers to the planned set of actions necessary to achieve the learning objectives or
outcome. It includes techniques of group conduction and parallel or alternative actions
that the teaching and participating staff perform to obtain the competence, that is, in
the teaching-learning strategy, what the teaching staff will perform and the evaluation
strategy they will use must be specified.
4.3. Relationship of evaluation and planning
The evaluation must be complimentary taking into account various types of knowledge
and intelligences, since more than the simple data that stores the ability to act and
solve all kinds of problems, this complementary evaluation is given taking into account
both the qualitative and quantitative side of the learning as well as the times in which
the evaluation of any type of content can be given and its application according to the
context and needs of the students.
5. Implementation of the teaching notebook for the registration and control of the
protagonists
The teaching notebook is a normative document that teachers must carry in the
training sessions of the Language training courses for the registration and control
of the protagonists, this must be kept in an orderly and clean manner.
The Technological centers that offer language training courses must guarantee
the teaching notebook to each of their facilitators who teach these courses.
Assessment
The teaching notebook must include the following elements:
Attendance List of
Teaching Guide Course schedule Calendar / Log Plan enrolled students
1 2 3 4
Report card by class

Memory Report. Training Module Didactic Planning
group
5 6 7 8
Module dosage Teaching portfolio Student Portfolio
9 10 11
Once the formative action of the language training course has finished, the
teaching notebook must be delivered to the Teaching Technical Sub-Directorate
or to whom the Center stipulates, for its file and final receipt.
6. Implementation of the assessment instruments "Teacher Portfolio" and "Student

Portfolio"
The function of these instruments is to provide the protagonist with a tool that
fosters the self-reflection of their learning and in turn provides the teacher with
an instrument for the collection of relevant information linked to the acquisition of
linguistic competences by their protagonists.
Reinforcement strategies will be applied to protagonists who show difficulty with

the development of linguistic competences evidenced through the review of the
teaching portfolio.
Teachers and protagonists must reflect on the learning obtained using the
corresponding portfolios per didactic unit / Weekly.
Teacher portfolios and student portfolios must be guaranteed by each technology

center that teaches language training courses.
7. Application of final exams
The protagonists will be subject to a summative final evaluation which will

represent the totality of their final grade, determining in turn the acquisition of
linguistic competences.
The final evaluation includes four exams corresponding to the skills of Speaking,
Listening, Writing and Reading. These exams, their corresponding rubrics and
answer guides will be provided by the language department.
Each exam will have a score from 0 to 100.
The scores obtained in each exam will be added and averaged to determine the
final grade of the protagonists.
The minimum qualification for the certification of acquisition of language skills for
language training courses will be 80 points.
The speech test will be carried out in pairs in order to maximize oral communication
between the protagonists. This evaluation will be assisted by an interlocutor
(Teacher who guides the activities to be carried out during the evaluation) and
an evaluator (Teacher in charge of rating the performance of the protagonists
during the evaluation). Through the application of this evaluation instrument, the
protagonists will demonstrate the acquisition and management of language skills
related to oral production and interaction. The suggested time for the application
of the speech test will depend on the language level to be assessed.
Assessment
The listening exam will be done individually. This evaluation will be assisted by a
teacher who will be responsible for providing instructions prior to the application
of the exam. In addition, the teacher will be in charge of reproducing the audios
to be used during the evaluation. Through the application of this instrument,
the protagonist will demonstrate the acquisition and management of language
skills related to listening comprehension. This will be done in a classroom that
has sound equipment and a computer in good condition to guarantee favorable
conditions for its correct execution. The protagonists will have the possibility to
listen to the audios corresponding to each section of the listening exam twice.
The suggested time for the application of this exam will depend on the linguistic
level to be evaluated.
The writing exam will be done individually. This evaluation will be assisted by a
teacher who will be responsible for providing instructions prior to the application
of this evaluation instrument. Through the application of this instrument, the
protagonist will demonstrate the acquisition and management of language skills
related to written production. The suggested time for the application of this exam
will depend on the linguistic level to be evaluated.
The reading exam will be done individually. This evaluation will be assisted
by a teacher in charge of providing instructions prior to the application of the
evaluation instrument. Through the application of this assessment instrument,
the protagonist will demonstrate the acquisition and management of language
skills related to reading comprehension. The suggested time for the application
of this exam will depend on the linguistic level to be evaluated.
8. Remedial plan for the protagonists with developing competencies
In the event that a protagonist fails to obtain the minimum qualification for the
certification of acquisition of linguistic competences, they will have the opportunity
to apply a repair exam as long as their final course grade is between the range
of 75 - 79 points.
The repair exam must be carried out in an extraordinary way during the assigned
enrollment period.
The protagonists who carry out a reparation exam will have to pay the price of
the exam since this being of an extraordinary nature is not considered as part of
their student scholarship.
The repair exam will assess the four macro skills of the English language (Speaking,
Listening, Writing and Reading) as well as the ordinary final exam.
The minimum grade to pass the repair exam will be the same as the ordinary final
exam (80 points).
Assessment
UNIT III: REINFORCEMENT STRATEGIES FOR ENGLISH LANGUAGE

LEARNING
To reinforce means “to strengthen”. In education, we use reinforcement techniques to

provide students with feedback on the acceptability of their performance and thus, to
strengthen desirable performance and minimize or eliminate undesirable performance.
1. Learning difficulties in the formative sessions
Second Language learners face so many difficulties mainly because of the negative interference of
the mother tongue and the cultural differences.
In recent years, research has shown that good and poor foreign language learners exhibit significant
differences in their native language and foreign language aptitude skills. Native language differences
are generally found in the phonological/orthographic code of language.
Here are some of the most common English language learning difficulties faced by learners.
1.1. Learning difficulties

Learning difficulties:
Language transfer: Language transfer designates the interference of the mother tongue in second language learning.
Learners apply knowledge from their native language to learn a second language. While this can help in understanding
and using the target language, this can also hinder the proper internalization of the L2.
Cultural interference: Learners’ culture can be a barrier to second or foreign language learning. Cultural differences
may cause confusion and cultural misunderstandings. Learners may have problems communicating with target native
speakers because of cultural differences.
Anxiety and foreign language learning: Learners might experience a high degree of anxiety when trying to learn a
second language. It affects learners negatively since it hinders learners natural learning process which might lead to
students’ demotivation.
Lack of language exposure: One of the most notorious difficulties faced by learners when learning a second language is
not being exposed to the learning target language. There is a direct relationship between successful language acquision
and language exposure.
Behavior: Another great difficulty faced when conducting foreign language formative sessions is undesired learners’
behavior. It may lead to distraction which hinders learners’ language learning process.
Isolated materials and resources: Materials and resources are key when conducting foreign language formative
sessions. They should be adapted to learners needs and the context they live in. Contextualization of both, might
mislead learners learning process.
Unit III: Reinforcement strategies for English language learning
Learning difficulties in the formative sessions

http://www.tesl-ej.org/ej01/a.4.html
https://www.researchgate.net/publication/320001336_Learning_Difficulties_
in_First_and_Second_Language_Preliminary_Results_from_a_Cross-linguistic_
Skills_Transfer
2. Identifying language difficulties
One of the most important aspects relating to foreign language teaching is identifying learner’s
language difficulties. Language difficulties are expected to arouse during the learners learning process,
therefore, teachers should have a good domain on strategies to identify these difficulties.
2.1. Language difficulties identification strategies

Language difficulties identification strategies
Diagnostic tests: Diagnostic test are one of the best ways to identify learners’ language difficulties. It provides teachers
with an easy, effective and reliable way to identify which language skills learners are having problems with. It is highly
recommended to apply these tests at the beginning of a course since it will help teachers to adjust theirs lessons from
the very start. It is also important to make sure that these tests are formative which means that they don’t have to be
graded.
Teachers daily observation: Teachers observation is one of the most valuable strategies used to identify learners’
language difficulties. Since the teacher is facilitating language learning for students on a daily basis, it is crucial for
teachers to observe on how students perform tasks during lessons and reflect on the difficulties learners face. It will help
teachers to decide on the best way to overcome these difficulties. Also , It is highly recommended for teachers to keep
all their observations in chronological order to keep a track on learners language learning.
Self-Assessment checklist: This is another good strategy teacher use to identify learners’ language difficulties. Providing
your learners with a self-assessment checklist will give you detailed information related to what language skills your
students have more problems with, Besides, It will make students conscious about the language areas they have to
work more on .
Feedback sessions: Feedback sessions is another great strategy used to identify learners’ language difficulties.
Feedback sessions help teachers to have students expressing the difficulties they face in class. It also helps to promote
a friendly/community environment in the class since all learners have the chance to express their concerns regarding
their own learning process.
3. Reinforcement activities
In general, reinforcement is stimulus to increase the learners to do the desired behavior

(Brown, 2000). By designing the environment properly, the learners can be motivated to
learn, so the only way to motivate the learners to learn and keep on task is by keeping
on making positive changes in the external environment, through giving reinforcement
(Weeite, W., 2015).
Assessment
Here are some easy activities that will support your English learners of all ages and at all grade levels.
1. Speak Slowly and Clearly: Because many of your English language learners are not exposed to
spoken English in their homes, you are a primary model of the English language for them!Take full
advantage of this opportunity to model appropriate grammar and pronunciation in the classroom.
2. Use Fewer Words: Along with speaking more slowly and clearly, just as important is that you do
not over-saturate your English language learners with auditory input.Say what you need to say as
concisely as possible, using just the words necessary to convey your message.
3. Allow More Wait Time: Not only do English language learners need more time to process what
they hear in English, they also need more time to formulate a response in English when asked a
question. Be patient with your students.
4. Model What You Teach: Show your English language learners what you want them to do.Use
actions and gestures to accompany your words as much as possible, such as when you explain
the process for class routines.
5. Use Many Visuals: The value of visual aids in helping English learners comprehend subject
matter cannot be overstated. Be sure to use visuals as a regular part of your lessons to help your
students understand the concepts you teach.
6. Build on Background Knowledge: When you make connections between what your students
already know and new concepts you present, lessons become relevant and meaningful to them.
Your English language learners will experience a boost of confidence when they realize what
they already know in connection with what they’re currently being taught
3.1. Reinforcement strategies in the Primary Education

One of the objectives of our Education plan is to achieve an education of quality, with comprehensive
training, for which we have been carrying out various activities, in order to guarantee the development
of skills oriented towards a solid formation in knowledge, life skills and, therefore, towards a better
future for families and the development of our country.
To strengthen the learning of girls and boys, it is required commitment, effort and dedication of the
educational community to reach the proposed goals.
Among the actions that have been carried out, is the development of pedagogical suggestions that
contain activities and strategies for student learning taking into account some of the indicators of
achievement in which according to the results of the evaluations are needed beef up.
Songs and games the most prominent features of songs that reinforce language acquisition include
their rhythmic and repetitive nature and the joy that the association between melody and content
brings to the learning activity. Repetition of language is pleasurable such as repeating choruses, or
singing cumulative songs where each verse borrows words from a previous verse. This repetition, most
often accompanied by physical actions, helps learning and in turn leads to familiarity so that children
feel comfortable with the foreign language. For this kind of reinforcement of activity is important to use
Total Physical Response Method.
Using games to teach effective listening to children is a fun way to develop auditory skills and social
development. Listening is key to following directions and developing the ability to remember concepts
taught in the classroom.
3.2. Reinforcement strategies in the Secondary Education

The Nicaraguan Ministry of Education has a permanent reinforcement plan that is carried out in all
public schools in the country and that is aimed at high school students. In School Strengthening,
teachers accompany the protagonists to consolidate learning in the subjects where they have the
greatest difficulty such as mathematics, literature, science, physics and English because they are the
subjects that have presented low level of approval.
This reinforcement occurs in the opposite shift due to programming, compliance and development,
teachers have to teach their classes. The first thing they do is identifying those students who present
greater difficulties in certain contents and who have not been able to achieve proficiency. Once these
students are identified, they are summoned to arrive at the opposite shift to assign them activities to
be carried out and thus help them achieve proficiency either in individual work, presentations or small
projects.
3.3. Reinforcement strategies in the Technical Education
Didactic planning activities

The activities of the didactic planning are key because they describe in a specific way
the activities (strategies and techniques) that will be carried out in the reinforcement
plan and that seeks to achieve, in a conscious and organized way, the knowledge of a
subject or specialty.
Reinforcement plan
Didactic strategies that the teaching staff implements, in a permanent way, to reinforce
the students who are not reaching the level of knowledge, abilities, skills and expected
attitudes. It is worth mentioning that the reinforcement plan must be applied during
ordinary training periods.
Learning activities for reinforcement

Teachers establish reinforcement activities, which arises from the analysis of the needs
and reinforcement that students present during a subject that they are at risk of failing. It
is important to mention that the activities designed are temporary and take place during
the regular training periods.
Assessment
Programming of learning activities

The teacher must carry out a programming in relation to the learning activities in
relation to the contents and transversal competences that it is desired to reinforce in
those students who present difficulties in the subject and that can affect the results of
affectation.
Programming of reinforcement strategies
It is the responsibility of the teaching staff to contribute to students acquiring and

developing the competencies defined in each didactic unit, therefore, they must develop
the reinforcement plan accordingly.
To achieve this process, the following tasks must be fulfilled:
Present listings of students that require reinforcement, curricular area,

subject and specialization.
Present to the center's address, the matrix where the competencies, capacities and
indicators in which students have difficulty are indicated.
Teachers share general guidance with the parents or guardians of the students
about the reinforcement plan.
Organize the reinforcement group for personalized attention.
Design the reinforcement plan with the competencies and capacities and
indicators that require training to reinforce.
Develop reinforcement sessions.
Figure 17. Task to reinforcement
Identification
of students to
reinforcements
Presentation to
the direction of the
Reinforcement center the matter
Plan Report of the competences
and capacities to
reinforce
Organize the Design of the

groups to reinforcement
organize plan
Figure 18. Reinforcement strategies
Implementation of reinforcement strategies
The implementation of reinforcement strategies that the teacher designs according

to their didactic planning, is permanently oriented, with the purpose of reinforcing a
didactic content or activity that students are not reaching the competence, that is, their
level of knowledge, skills, abilities and attitudes is not competent. To do this, you must
identify where are the specific difficulties to provide a REINFORCEMENT of the didactic
activity and from there direct the evaluation that verifies the process.
Se aplicarán estrategias de reforzamiento a protagonistas que muestren dificultad con el desarrollo

de competencias lingüística evidenciado a través de la revisión de portafolio docente.
Assessment
INDEX OF TABLES AND FIGURES
FIGURE
Figure 1. Assessment instrument....................................................................................................................................................................................1
Figure 2. Assessment instrument...................................................................................................................................................................................1
Figure 3. Speaking............................................................................................................................................................................................................2
Figure 4. Writing.................................................................................................................................................................................................................3
Figure 5. Listening comprehension..............................................................................................................................................................................4
Figure 6. Sample techniques to evaluate listening skills........................................................................................................................................4
Figure 7. Reading comprehension................................................................................................................................................................................4
Figure 8. Reading techniques........................................................................................................................................................................................5
Figure 9. Ways to assess english language learners...............................................................................................................................................6
Figure 10. Components you can include in a portfolio............................................................................................................................................ 7
Figure 11. Assessment tools............................................................................................................................................................................................9
Figure 12. Formative assessment............................................................................................................................................................................... 22
Figure 13. Summative assessment............................................................................................................................................................................. 23
Figure 14. Formative and summative assessment................................................................................................................................................. 23
Figure 15. Scale to evaluate student achievement................................................................................................................................................ 25
Figure 16. Evaluation phases in secondary education sub system....................................................................................................................27
Figure 17. Task to reinforcement................................................................................................................................................................................. 42
Figure 18. Reinforcement strategies.......................................................................................................................................................................... 43
TABLE
Table 1. Type of techniques for speaking.....................................................................................................................................................................2
Table 2. Type of techniques for writing........................................................................................................................................................................3
Table 3. Different types of test........................................................................................................................................................................................8
Table 4. Speaking checklist example.......................................................................................................................................................................... 10
Table 5. Speaking portfolio example........................................................................................................................................................................... 10
Table 6. Speaking rubric example................................................................................................................................................................................. 11
Table 7. Observation guide example........................................................................................................................................................................... 12
Table 8. Directed questions example.......................................................................................................................................................................... 13
Table 9. Checlist for writing example.......................................................................................................................................................................... 14
Table 10. Task sheet of writing example..................................................................................................................................................................... 14
Table 11. Rubric for writing example............................................................................................................................................................................. 15
Table 12. Speaking portfolio example......................................................................................................................................................................... 16
Table 13. Listening portfolio example.......................................................................................................................................................................... 16
Table 14. Example of rubric for listening......................................................................................................................................................................17
Table 15. Rubric for listening example..........................................................................................................................................................................17
Table 16. Rubric for reading comprehension............................................................................................................................................................. 18
Table 17. Reading portfolio example............................................................................................................................................................................ 19
Table 18. Rubric for story retelling example.............................................................................................................................................................. 20
Table 19. . Rating scale example.................................................................................................................................................................................. 20
Table 20. Registration of formative or process evaluation result example...................................................................................................... 24
Table 21. Rubric example for primary sub system education............................................................................................................................... 25
Table 22. The evaluation in secondary education sub system............................................................................................................................27
Table 23. Learning assessment criteria for Secondary Education ..................................................................................................................... 31
Table 24. Example of recording the rating in Secondary Education ................................................................................................................. 31
Assessment
BIBLIOGRAPHY
○ Brown, Kenneth L. TEACHING, SPEAKING AND LISTENING SKILLS IN THE ELEMENTARY AND
SECONDARY SCHOOL. Boston, MA: Massachusetts Department of Education, 1981. ED 234 440.
○ Lundsteen, Sara W. LISTENING: ITS IMPACT ON READING AND THE OTHER LANGUAGE ARTS. Revised
ed. Urbana, IL: National Council of Teachers of English and the ERIC Clearinghouse on Reading and
Communication Skills, 1979. ED 169 537.
○ Powers, Donald E. CONSIDERATIONS FOR DEVELOPING MEASURES OF SPEAKING AND LISTENING.

New York: College Entrance Examination Board, 1984.
○ Rubin, Don. L., and Mead, Nancy A. LARGE SCALE ASSESSMENT OF ORAL COMMUNICATION SKILLS:
KINDERGARTEN THROUGH GRADE 12. Annandale, VA: Speech Communication Association and the
ERIC Clearinghouse on Reading and Communication Skills, 1984. ED 245 293.
○ Speech Communication Association. RESOURCES FOR ASSESSMENT IN COMMUNICATION.

Annandale, VA.: Speech Communication Association, 1984.
○ SCA Guidelines: ESSENTIAL SPEAKING AND LISTENING SKILLS FOR ELEMENTARY SCHOOL
STUDENTS (6th GRADE LEVEL). Annandale, VA.: Speech Communication Association. (Pamphlet, 1984).
○ SCA Guidelines: SPEAKING AND LISTENING COMPETENCIES FOR HIGH SCHOOL GRADUATES.
Annandale, VA.: Speech Communication Association. (Pamphlet, 1984).
○ https://www.ericdigests.org/pre-923/speaking.htm
○ Estudio sobre las diferentes estrategias e instrumentos de evaluacion por competencias del idioma
ingles
○ Manual de planeamiento didáctico y evaluación de los aprendizajes en educación secundaria, mayo

2010
INATEC
Tecnológico Nacional
First Edition, March 2020

www.tecnacional.edu.ni
Tel: 2253-8888

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INATEC

This manual is composed by the following units:

1. Designing assessment instruments according to the learning activity.

• Index and images

UNIT II: LEARNING EVALUATION IN PRIMARY,

UNIT I: DESIGNING ASSESSMENT INSTRUMENTS ACCORDING TO THE

Teachers and other educational professionals spend a lot of

It is necessary to be very clear about what is going to be evaluated considering

Evaluation is the process by which evidence is collected and a judgment or opinion of

The evaluation must fulfill two basic functions; the

1. Evaluation techniques for learning activities

It is perhaps the most important aspect of the tests. However,

Table 1. Type of techniques for speaking

TASK TYPE SAMPLE TASKS WHERE THIS MIGHT BE APPLIED

Writing skills are complex and difficult to teach, since they

Table 2. Type of techniques for writing

Task Type Sample tasks where this might be applied

1.3. Listening comprehension

A way to develop listening comprehension is the provision

Some example techniques to evaluate listening skills are:

A PASSAGE A STORY AN INTERVIEW A CONVERSATION

1.4. Reading comprehension

To improve students' reading comprehension, teachers

Some techniques to evaluate reading comprehension are:

Using Prior Knowledge/Previewing Predicting

When students preview a text, they When students make predictions

Identifying the Main Idea and

Identifying the main idea and Asking and answering questions

Making Inferences Visualizing

In order to make inferences about Readers can take advantage of

Figure 8. Reading techniques

2. Types of assessment instruments for English language learning

2.1. Ways to assess English language learners with instruments

Rubrics and Performance Criteria (checklist)

Oral Presentations or Performances

• Assessing oral presentations or performances typically include role-plays, interviews,

Figure 9. Ways to assess english language learners

Figure 10. Components you can include in a portfolio

3. Development of assessment instruments for English Language Learning

Table 3. Different types of test

3.1. Development of assessment tools for speaking skills

Figure 11. Assessment tools

Table 4. Speaking checklist example

Teacher’s name: Level: Date: Score:

# Criterias Good= G Need Improvement = NI

Table 5. Speaking portfolio example

Speaking portfolio example

I can take part in a simple conversation asking and 1 2 3 4

and negative in short dialogues and conversations.

I can pronounce numbers from 0 to 20 1 2 3 4

Table 6. Speaking rubric example

Speaking Rubric Example

Teacher’s name: Level: Date: Score:

Accuracy / Grammar: 35PTS

_____/5pts Effective use of greetings

_____/5pts Use Different Greetings to communicate

_____/5pts Understand basic greetings.

Table 7. Observation guide example

Teacher’s name: Level: Date: Score:

Career: _________ Group: _________ Module: _______________

Part I Auditive Comprehension

Part II Oral Expression

Career: _____ Group: _ Module: ___________

Name: _________ Date: