ENGLISH DBH 4.3 life between buildings 6. ASSESSMENT IN COMPULSORY SECONDARY EDUCATION 6.1. ASSESSMENT IN COMPETENCE-BASED EDUCATION Assessment cannot be separated from other curriculum features. Bearing in mind that the Pedagogical Educational Model which we have chosen for developing the Basque Curriculum is based on a perspective of education based on competences, the basis put forward for carrying out assessment and evaluation is connected to the development of the basic competences which constitute the pupils’ exit profile at the end of Basic and Compulsory Education. Designing an educational model based on competences obliges us to change our perspective on assessment, for we cannot consider assessment as if it were something in isolation being, as it is, connected with design, methodology and contents. To put it another way, there must be coherence between the assessment objectives, the criteria which make them observable, and the assessment tools and methodology used for carrying out the teaching and learning processes. Those aspects are all related to each other, and everything to guarantee that coherence must be planned. As we have chosen The Pedagogy of integration to prepare teaching based on competences, the didactic units are designed for the acquisition of knowledge, and for making it possible to integrate and make practical use of that knowledge. The assessment model we propose is consistent with that design. With regard to the design of Compulsory Secondary Education we have defined the Final Competences for each Secondary Education year as well as the situations that reflect those Final Competences. Final Competences define the level of development of the Basic Competences included in the pupils’ exit profile and have been written in such a way that they can be used for assessment purposes. Consequently, those Final Competences are what define pupils’ specific exit profiles at each level Having defined each exit profile, for each subject and trimester we have defined the Subject Competences which make up each Final Competence (as developed in the Didactic Unit) and the family of situations which expresses each one. Each ‘family of situations’, connected with a subject competence, fulfils its own function in the Didactic Unit. The first situation is a didactic situation, whose objective is to help pupils to acquire and integrate the contents and resources which the competence requires. That didactic situation, in coherence with learning based on context, allows pupils to become aware of the functionality of their learning in connection with the real world. In addition to that, it gives both pupils and teachers the opportunity to carry out an educational assessment, in other words, as the process goes forward they can adapt the areas of strengths and weaknesses which they become aware of at each moment and, taking all of that into account, pupils can take appropriate decisions and actions in order to move forward with their learning, The objective of the second situation is to learn how to make use of the acquired learning and resources in an integrated fashion, but outside the context of the first situation, which is used for learning. it may be, for example, that several pupils demonstrate that they are able to transfer what they have learned when tackling this second situation; others, however, will need more training to be able to do so. The third situation has been prepared with these pupils in mind, Each subject's Didactic Unit promotes the learning and acquisition of the knowledge in question, and that in turn promotes the development of the basic competences for each discipline and contributes towards it. While it is necessary to acquire these basic competences, it is also necessary to obtain basic-competence meta-disciplinary resources which we have made operative by using meta- disciplinary procedures. Knowing how to use them, in order to then deal with subject situations in a meaningful way is also necessary. These procedures are developed in a systematic way, integrated in all subjects, and they influence the development of basic meta-disciplinary competences. 4ENGLISH DBH 4.3 life between buildings The design we have drawn up to enable the development of basic competences through all subjects is shown in the following diagram. BASIC DISCIPLINARY ‘SCHOOL SUBJECTS COMPETENCES Define the basic meta-disciplinary Define subject competences from an competences which make up each assessment perspective. subject competence. Develop basic multidisciplinary Define the contents which those competences and, consequently, make competences require. their development possible through all subjects. The design of the Didactic Unit, which makes it possible to develop all basic competences, also enables their assessment. Because the connections between the criteria for assessing subject competences and basic competences is explicitly stated, this makes it possible to examine, each trimester, the level of development of each basic competence from the subject's point of view,, Competences are gradually developed by carrying out actions; consequently, the more information available about the basic competences which pupils show themselves to have, the more reliable the diagnosis we can carry out on pupils’ competence development at the end of the academic year. Final Competences are helpful in this. In short, these are the aims of Final Competences: * Defining the pupils’ exit profile for each academic year. + Asa reference for assessing the development level shown by pupils in basic competences at the end of the academic year. + Asa reference for setting the subject competences to be worked on in each didactic unit and selecting their corresponding situation-families. 6.2. ASSESSMENT FOR EDUCATIONAL DEVELOPMENT ‘Assessment is the process of collecting and examining information in order to take decisions at a later stage. These decisions are connected with two basic assessment functions: the pedagogical function and the social function. They are both necessary, but, with regard to pupils' real learning, and development, the problem arises when the social function becomes more important than the pedagogical function Pedagogical purpose of assessment The objective of pedagogical assessment is self-regulating the learning process. The objective is for pupils to take charge of their own learning, becoming aware of their achievements and shortcomings, and understanding and trying to deal with difficulties. This assessment function is known as Educational Assessment. 75ENGLISH DBH 4.3 life between buildings Pupils’ commitment is an important part of this kind of assessment. Pupils need help with the self- regulation of their learning processes and the teachers’ main task is to offer them time and tools for reflection, helping them through that process of reflection and adapting teaching strategies to improve each pupil's learning process. Assessing pupils from an educational point of view also requires the regulation of the teaching process, and that regulation is made up of these three facets: * Finding out what pupils can do: What do they do well? What problems or difficulties do they have? * Understanding why they have problems or difficulties: What are the causes of those Problems or difficulties? * Taking decisions: What can we do to help them make progress? Educational assessment has particular characteristics and objectives in two key areas of the teaching process: + Initial assessment. Before starting any teaching-learning process, the main objective of the initial assessment diagnosis is to examine the situation of each pupil in order to be able to adapt the teaching process to the pupils’ needs. In other words, depending on that diagnosis, we can decide to what extent our pre-planning has been appropriate and whether it is worth making use of a different type of learning or even setting up different objectives. + Process assessment. The most important and effective assessment is that carried out throughout the learning process. In fact, each pupil constructs his or her own knowledge, and, in order to learn, it is crucial that each pupil is able to become aware of his or her own difficulties, then understand them and regulate them. The self-regulation or self-assessment activities which we include in the different phases of the Didactic Unit become key components of that ability. + Self-regulation or self-assessment activities make the pupils themselves the main players in their own assessment. These activities can be done individually or with classmates and they make pupils aware of the reasons behind their learning as well as the success of the results of the learning acquired through didactic objectives or the actions carried out. They also provide pupils with the opportunity to assess that learning (metacognition), and, depending on that assessment, drawing up plans for achieving their learning objectives and carrying them out (regulation), There is no age limit with regard to teaching and learning about regulating the learning process. Starting with nursery school, procedures and techniques for regulating learning processes can be taught, although pupils will not yet realise what they are. Metacognitive learning, on the other hand, involves those processes being the objective of cognition, and that process of reflection requires some basic development level of the formal thinking process. Due to that, primary education teachers have to be their pupils’ guides. Underlining metacognition clearly leads to personalised learning; in fact, pupils make progress in the learning process when they understand it and when they know what they are learning, how they learn it and what they need to learn. This personalised learning also provides support for individual development, gives a positive value to personal diversity and prevents pedagogical uniformity. 16ENGLISH DBH 4.3 life between buildings The social purpose of assessment The social function of assessment refers to the certification function at the end of the process; in other words, checking or certifying what has been learned and achieved. But if what we want to certify is the development level of the pupils’ competence, the assessment's certification function must be adapted. We agree with Sanmarti (2007) with regard to the characteristics of assessment when it has to fulfil that function: + Assessment tasks must be contextualised; in other words, they should be real situation- projects. + Those situations must be complex, and in order to deal with them effectively pupils will have to connect different types of knowledge and employ several different skills + Those situations should not be the same situations the pupils have been working on during the learning process. Depending on the requirements of the situation, the pupils’ degree of ability to transfer what they have learned is of interest. + Assessment must be @ means for finding out about each pupil's achievements and limitations. Therefore, along with the importance of stating results, it is necessary for pupils to reflect on the reasons behind their limitations, and assistance must be given so that they can deal with those weaknesses, find out what can be done to help, and plan accordingly. To that end, assessment's social function, too, must be carried out from an educational point of view. Teachers must ensure that each pupil is successful, and, in order to increase their motivation to study and strengthen their self-esteem, it is much more advantageous for the pupils themselves to become aware of their difficulties before the final assessment, because this leads to understanding and regulation, and provides a reason for spending time on such activities. This is also because obtaining good results is the best encouragement for continuing. 6.3. ASSESSMENT THEMES. ‘An educational model based on competences must be underpinned by two assessment dimensions. — Subject competences: Didactic unit + During each trimester: making use of subject competences and the learning based on them, = Allbasic competences + Every trimester: Using the assessment criteria defined for subject competences. + End of the academic year: Using the assessment criteria defined for the tasks included in the situations which demonstrate the competences at the completion of that academic stage, 6.3.1. Subject competences We have two main references for assessing subject competence: objectives) and the situations which demonstrate subject competences. subject knowledge (didactic The 0-10 scale we tend to use for assessing is highly imbalanced: 0-5 is only used to say that a pupil has not acquired something. Due to that, the main international scale used nowadays is 1-4. When assigning a number on this scale to the assessment criteria related to either a didactic objective or a competence, teachers must be very clear about what they are expressing: ”ENGLISH DBH 4.3 life between buildings PEDAGOGICAL INTERPRETATION OF THE SCALE (1-4) The pupil has not succeeded. What has been achieved is acceptable, but minimally The pupil has succeeded, although with some gaps. ‘The pupil has succeeded with distinction. ‘As we will explain later on, we have weighted the importance of each competence assessment reference and of each didactic objective connected with the knowledge or the contents resources developed during the Didactic Unit. DEVELOPMENT LEVEL OF SUBJECT ‘ACHIEVEMENT LEVEL OF SUBJECT KNOWLEDGE conn The pupil has acquired all knowledge very successfully Very high standard The pupil has acquired all knowledge successfully High standard The pupil has acquired knowledge satisfactorily Medium standard The pupil has not acquired knowledge Beginners’ level 6.3.1.1. Proposal for assessing the achievement level of subject knowledge: didactic objectives and criteria for their assessment ‘As our work must be based on basic competences, our task is to encourage and help pupils to acquire the competences they will need as future citizens, and not fragmented pieces of knowledge. As a result of that competence development pupils will ‘know’, and they will ‘know how to do’ and ‘how to be’. Some competences will have conceptual components, others will be procedural, and some will refer to attitudes. In any case, a pupil may know a lot about a subject without being competent in it. But a pupil cannot be competent without knowledge: competences include knowledge, as well as skills, attitudes and values. The key is to identify the learning or the knowledge required by subject competences and to define the expected learning outcome, Didactic objectives define the expected learning outcome regarding the knowledge or resources required by a competence. All the didactic objectives suggested in the didactic units or sequences are not of the same importance. From the perspective of education based on competences, the most important are those which define the learning required for activating competences in an integrated manner. Consequently, didactic objectives which make reference to that type of learning are of greater value than others, and we state this importance in the teacher's book in terms of relative weight. However, the weighting we suggest is variable, since teachers may change it based on any decisions taken through the teaching process as a result of various reasons (initial assessment, self-regulation or self-assessment processes, other conditions required by the classroom situation, etc) In order to be able to assess the level of learning with regard to contents as defined by the didactic objectives, we have drawn up assessment criteria. These criteria turn didactic objectives into observable behaviour. By observing the achievement of pupils in terms of the assessment criteria for each didactic objective, the teachers’ task, using a scale of 1-4, will be to assess each didactic objective, using the activities suggested as observational tools (part of the didactic unit in themselves) and/or making use of several other tools they may find useful. [See the following table] 786L 8202 _ | _WsIBU syesJUnuUOD oy Hoyo Ue ope Sey WOpMS aUL ST i v (S)SeH PaUBISe SY/s0U INO PaLIED sey WAPMSOUL PE] — gg cy ‘s4s8) ssepp yno BuAueD i “ABARUBTIE PUE AROS SMAINSTOURO OF ayn siayao vara anexoqeyio> O15 oe'se paUaysl| pue smain Umo Ja4/SIy passaléxe sey UapMs aL ET 7 oneaydde uisap TeETE | eauisn aaeds uequn ue jo ysnoys e UMEsp Sey UBpMYS aYL “ZT a8pajmouy pauinboe ‘suaurenoiduy sanbjuyso1 19 pue aendue} ve nsiuequn Bursodoud uaym pasinbos auraan.as 3x91 aieudoidde ayy pue euayn9 you sey wepms ay | (ay ayy pue uoneWojul jo addi ayn payruapl seyIUAPMS YL "TT | 9 sz ansiuequn utsn sjesodoud asou 7pa[01d UEGIM UB jo ‘Aynsn{ pue aoeds uequn ue anoidu uowessnes St__| ss00 snowen aun pareinaies pue paysseasas sey wepMs aUL ‘OT (0) saBueyo 40 seapi asodoud 0p a8parouy pasinboe 7 aoeds ueqin WaNid e jo Sodse sey auapms au erat annoajep yp anosdu 0} seapt parsadins sey wapnis 241 6 SUOISHDUOD ‘Aunyssaoons (Tse seumaniis pue Aieinge2oa ayescoudde saujsiy Auasnf 03 eusau ansiuequn ry uy Busn suoisnjouoo si4/say passaidha sey wUapMs UL") 9 0z pue a¥enue| aeudosdde aun 2paymouy 7 erayiB aAS|URGII JO 195 UANIT e 0} SuO}UOD s9edE DI qNE Busn a2eds uequn ue jo sassauyean e pasinboe 9e'st @ ua Jey 0} papnjouod pue pashjeue sey wapms oul L ue surSuanns au ayenjena o1"e sey wapms au. ‘alueyp veqin jo ‘ailendue| ayeudosdde ay pue o€ ‘st ‘9t | saouanbasuos pue sasneo aur uejdxo o1 saumansis jeanewWuesd (~uoneniasqo ‘soapin sixoa uanum ‘Apyssaoons ue Aueinqeaon ayeudosdde ayy pasn sey wapmis UL 9 ‘uoissnosip ssp 'sdew) saoun0s fuon odpaynouy |) n SOoeGSUEGINUONE | y¢g7 snouen wous vonewsoju1 pue * povntoe um pareosse swajqosd awos paynuapl sey wapms aul "s euaino ansiveqan Sulsn azeds ueg: sey uapms ays we ‘sae lean 0 sase9 owos Uuan/3e ul s9@ueyp so saauanbasuo 62 ‘pt ‘eg | _ 40 S22uanbasuos pue sasnes aug payauep! sey apis Bul *y pue sasneo ayy ureydx9 04 °2 rer sed senbjuypay Io) pue adendue} uuequn quaveyip yo sesmveay atp payauep! sey wapnis ay *€ aretidoidde ays pue (“uoneniasqo , 3] 95m 1y8lu ey: ajdoad aif SuLTapIsuod “s7eds Ueqan ‘soapin syx93 uaayun SUoIssn2sIp ° wit LTE a ace ae Sa ES eT aR TM CA [eee ey ieee 7 WoysUBULTp PUE UOREDO] Jo BENAUE| ai PUE tuoj7ewioju Sutsn azeds uegin wana EL'TTE | sce yeusip Buisn aneds uequn ue paquasap sey wapms UL "T 20 saimeaj ulew aig aquasap 01 °T yoorimonxioarans | e@T) oonwa Jo anganananavoy | answseieey | S3H/A¥ {N3WSS3SSV 3H Hos ViNaLIND douowa saauio3r80 2u>va10 Inq usemjeq 9417 ©'y Had HSNONSENGLISH DBH 4.3 Life between buildings 6.3.1.2. Proposal for assessing the development level of subject competences: references and assessment criteria We cannot assess competences directly, but we can do so with the tasks or activities which pupils carry out to deal with the requirements of situations connected with them. Therefore, depending on the knowledge pupils have and what the situation requires, competence assessment examines to what extent pupils are able to choose one set of knowledge or another and how pupils use it, and gather evidence about those abilities. As dealing with the requirements of situations that reflect subject competences calls for the use of several content resources in an integrated manner, pupils must be examined and assessed in terms of how they make use of and activate what has been learned in the necessary integrated manner. But competence-based assessment calls for going beyond the assessment of activities or tasks. Indispensably, it also requires an assessment of each pupil's reflections on his or her learning process and on the results obtained and how to regulate them (self-regulation/self-assessment). Due to that, we take the following two areas into account for assessing subject competences. a) Competence to deal efficiently with the requirements of a situation which reflects a subject competence. Using the task connected with the situation, we will define the references for this assessment: relevance, coherence and the use of subject tools. Each subject has given its own meaning to each reference for assessing tasks and activities connected with competences, and, as importance varies from subject to subject, some references are more important (have more weight) for some subjects than for others. SUBRES | __REEVaNGE | _“cOnERENCE | useOFSuBEETToOIS The pupil has ‘The pupil has carried out organised the ‘The pupil has used the the requested task. The | internal structure for | __ vocabulary for the LANGUAGES | texts drawn up respond to | the information in| communication situation's communication-situation the text, and characteristics or subject, Basque, | characteristics and tothe | developed ideas | and used grammatical Spanish, | conditions proposed; and, | maintaining the logic | knowledge correctly with English | to that end, the resources | between them and | regard to the subjects of given have also been taken | making use of | the context and in terms into account appropriate of words and sentences. cohesion items. We have drawn up assessment criteria for each assessment reference and stated the connection between each one of them and the basic competences (subject-specific competences and meta- disciplinary) In general, subject competences include the following basic meta-disciplinary competences: competence to know how to think, learn and communicate; entrepreneurship competence and digital competence. The connection which we have made between basic competences and criteria for assessing the task will give teachers the opportunity to receive information about the development level demonstrated by pupils in meta-disciplinary basic competences. 80ENGLISH DBH 4.3 Life between buildings b) The ability to learn and live together and the ability to carry out self-regulation. We have taken two basic meta-disciplinary competences for assessing this area as our references: The competence to learn and live together and the competence to have an appropriate self-image and self-esteem and to self-regulate in order to be autonomous, in other words, the competence to be oneself. We have weighted each reference and drawn up a series of assessment criteria, also stating the connection that each of them has to the aforementioned meta-disciplinary basic competences. The competence to learn and live together brings together the following features which complement each other: + Interpersonal relationships and communication + Cooperative learning + Social behaviour The assessment criteria which we have drawn up, in particular, refer to interpersonal relationships and cooperative learning. We propose that teachers themselves draw up the assessment criteria for social behaviour, which include those aspects derived from human rights as well as other aspects related to behaviour connected with social norms (i.e. school's norms and regulations) such as pupils’ ability to meet deadlines when doing collaborative or cooperative work; the need to take care of the order and tidiness of things and places used for an appropriate, efficient working atmosphere; and so That behaviour can only be assessed through the teaching and learning process and using the criteria drawn up by the teachers themselves. Therefore, the assessment criteria which we have proposed and those which the teachers themselves have drawn up would make up the list of criteria for assessing this area With regard to the assessment of this area too, the most important thing is for each person to learn how to self-assess. Therefore, more than using the teacher's perspective as our starting point, we have taken the pupil's perspective and the logic of achieving autonomy for assessing the references, taking self-assessment as the strategy for developing the ability for each person to regulate him or herself. Like other types of content resources for self-regulation in education, these features for being oneself, living together and learning to learn must be properly represented: what has to be reflected on (as established by the assessment criteria) and at what moment of the learning process and using which tools the required reflection should be carried out. Pupils should be familiar with the mentioned features when they start the Development Phase of the didactic unit. When they finish the Development Phase and the Final Phase of the unit, pupils can reflect using the template they are provided with. This will make them more able to realise whether they are en route to achieving what they wish to achieve or not, and what they must improve. In addition to that, with regard to what is expected at different stages of the process, the teacher will be able to obtain information about the pupils’ own perceptions, and also about their attitude as defined by assessment criteria, and the teacher will appreciate the effort which each pupil is making in order to assimilate that behaviour. See possible self-assessment template: 81ENGLISH DBH 4.3 Life between buildings COOPERATION AND SELF-REGULATION SELF-ASSESSMENT CARD PUPIL: DATE EVALUATION CRITERIA AtWaAYs Mostly somerimes. VERY SELDOM | have expressed my ideas and feelings freely, and listened to those of others with respect. In the group | have carried out my tasks responsibly, asked for help when | needed it and given it to whomsoever needed it. have taken part in the tasks for self-regulation in education and expressed my achievements and difficulties. Uhave accepted the proposals to deal with the difficulties and carried them out. | will behave responsibly with regard to my decisions and obligations. | have made an effort to communicate with classmates and the teacher in the appropriate language. I make a commitment to improve in these areas for the next reflection: Teachers can cross-check the information they have gathered through the process with the results of Pupils’ self-assessment of that behaviour and attitude. We have stated which tasks can be of use to do so. Teachers will assess the references that belong to the two areas that are taken into account to assess each subject competence. To do so, firstly, the teacher will assess the criteria for the assessment of each reference, using the previously mentioned 1-4 scale, and, then, taking that assessment into account as a whole, the teacher will assess the pupil's level of achievement for each reference. See the following tables: The first one shows the features covered by subject-competence assessment and the connections between them. The second shows the meaning of the code we have used to refer to basic competences when putting into place the connection between subject-competence assessment criteria and basic competences. 82€8 w |x 1 24 u uo paion sumone sBenaue avwoavoo porn seu wapmit a6) ge 2 (DUD Soo ue SOTaT P z ee Son z (exseL) ev x T o 40 AeA e pasn sey juapmis BULB 1003 . ‘Rremnqezon] Alans 30.951 3g ono) siouutfoa ey rT ce pue syda2u02 parejas aouai2s [21205 gis ‘ pues a poo sey usps uz lis 7 art oe gies pauinbay ayy pasn sey yuapms ay “9 2 £2 puepuers wnipow quay apsueqin Bush sesodord soz g 3 a xixlal oe Sinunnoduln/pvevonenera | 808 Jeu/siy paynsn{ sey wapmis aus “s woo 2 28 puepuers y3iH ‘Sau0daye9 pasinbas ayy PUNoIE xa} 2 8 ToReMF ayy Aq paunbor 258 (ese) ev x vt se aveds uequn ue anoidw 40 aBuey> £3¢ paepuers yay AoA 0} sjesodoud apew sey yuapnys au "Ee 3 |§ | ‘apeds ueqin ue jo S8ssauye9M 10/pue Bz ey x | ot ” sy8uanns aun ‘uonemys ayn Aq pasinbas % St $ se ‘payenyena sey yuapms ays ‘z | P2UeA*I°Y 5 TORENT a 5 (ezasen e» x | vt | cr | spanner soeds vegan aia je sues, bun paguosopseyiwapms aut pynisanoo nanssssy | 6x0 | x0 fra mwa | 3 | 9 pannsiovsio | N34 | yosgienaenio | % xo [ane vv Naassissv insnssssv | 2 | sagnininaorme | 80 ua saninioy fam rovrioinonm | 3) & Sspva136n00 96 OLN 3 sBulpling usamjaq a4 €'y HEC HSIIONav8 we 2 ‘ienduey aeudodde 2 ov $ ines x “ 249 Bujsn sroypea pue sarewssse ym 3 Te '22'12 2 ayea1unuswo> 0} pain sey ywapms ayL St 02% a3 Jona} stouuyfog sannp (asouo a eww | x 7 ue suojsioap umo siy/say ine BuAe> | aq 0} pasinbas z& uaym Aiqisuodsas payae sey quapnys aus “PT ‘aouayadwo> 8 85 Puepuers winipayw ‘as018 WEY SANITY 94 YUM | ay) Awouoyne. g 28 ove x © leap or wayy asn or pain vay) pueapew | ajqeusoruonensos | = & g 25 siesodord ays padaace sey wuepms a4 “eT yas pue‘waaso = 8 |S paepuess ual paraiunosue seninayIp pUEWOWenANDe | -yspueaseu = 2g auauissasse |X (-) | amr yiog passoideo sey pue siserSuneinBo | yjasaneudosdde «= 8 “18S “N98 243 UI paredjonied sey quapMas e4L ‘ZT_| ue pue s9yrad04 @z plepuers yaly Alon pounbos voy diay aned puez0y | ony pue wsea| gz Te ‘08 x x ~ payse ways ‘Aiqisuodsad safinp Umno 494/siy | 04 aauareduoa ay, a Pawuoyiad sey uapms ayn ‘dnos# ou Ul “TT 3 Suayio Aq passasdho sou g z x x o paysodsa1 sey pue s8uj99) pue seapi umo = S1Y/194 passadxa Ajaauy sey uapMys ays “OT ® sowanaanioa | 8, | INBMSSIEEY ry on | eM cum = 3 493t8NS HDV3 40 ‘resin INaWSSaSs¥ ANaWSSass¥ 2) 2 TBAT ANaWoTaA3a | | MOVEI0 | BAND IHL nanan) yf pvase. Hovasolnoam = | ANIWNSS3SSY | SBLLIAUSY —S32N2L36N03 | Nawssassy 5 DiSv@ OL Ei sBulpiing usemieq 9411 €'y HEC HSIIONaENGLISH DBH 4.3 CODES AND MEANING OF BASIC COMPETENCES BASIC COMPETENCES OK-1_| Competence for linguistic and literary communication {|_0K-2_ Mathematical competence 5 &|_0k-3 | Competence for science Bi OK-4 Competence for society and citizenship 3 S|_OK-S | Competence for arts communication 8) oK-6 Competence for technology OK-7_| Motor competences Competence for thinking, learning and communicating Habits for learning and working, strategies for learning and precise thinking, activating what has been learned and taking it to various contexts ond situations in order for each pupil to organise what he or she hos learned in an ‘autonomous fashion. 4. Gathering and managing information OK-8 41 Identifying, evaluating and selecting information sources 1.2.Finding and recording information 2. Understanding information and expressing what has been understood 3. Evaluating information and expressing what has been evaluated Creating, selecting and expressing ideas making use of verbal and non- verbal codes. 5. _Using cognitive resources in a strategic way. Competence for initiative, entrepreneurship and communication Taking initiative and managing initiative processes decisively and effectively OKs 1. Planning initiatives > 2. Carrying out initiatives = 3. Making proposals for evaluating and improving initiatives 5 Competence for learning and living together and communicating es Taking part in interpersonal, group and community situations in @ collaborative a ‘manner, recognising one’s own and others' rights and duties, for the individuat's 2 ond everybody's good. G 0K-10“'s._Interpersonal relationships and i g ps jonships and communication 2. Cooperative learning 3. Social behaviour 4 Conflict management Competence to be yourself and communicate: self-regulation Reflect on personal activities, behaviour, thoughts and feelings in order to be autonomous and have an appropriate self-concept and self-esteem, and reinforcing or adapting them depending on their assessment. 1. Self-regulation of the learning process K-11 Self-regulation of social behaviour 3. Self-regulation of individual decisions, motivation to carry out duties and willpower. 4. Self-regulation of body-image, body function, health and sexual identity. 5, Self-regulation of emotions Digital competence oxer2 | Working efficiently in the digital context and using digital tools in the following oreas: information, communication, developing contents, safety, solving problems. 85,ENGLISH DBH 4.3 The quarterly general assessment of each subject will provide a weighted average of subject competence levels of development and levels of content learning, as defined by the didactic objectives. Our proposal is to assign 60% to competence and 40% to content learning. ACHIEVEMENT LEVEL OF SUBJECT DEVELOPMENT LEVEL OF SUBJECT At the end, general subject assessment will be expressed as follows: + Subject requirements have been met very successfully + Subject requirements have been met successfully + Subject requirements have been met fairly successfully + Subject requirements have not been met 6.3.2. Basic competences The objective of competence-based education is to promote the development of all basic competences; that being so, in addition to assessing the achievement level of content learning channelled through didactic units, and the ability to use them in didactic situations, an assessment of the development level of all basic competences is called for, both of meta-disciplinary competences and of each subject's competences. 6.3.2.1. Proposal to assess the development levels of basic competences: references and criteria for assessment Each trimester ‘As we have said previously, we have stated and made the connection between assessment criteria for each competence and basic competences. That information makes it possible to carry out a diagnosis of the contribution of each subject to the development of each basic competence. The combined diagnosis obtained from all subjects will tell us, from an interdisciplinary perspective, the level of development of basic competences of each pupil, each trimester. [See the following table] 86rz ynsas | ynsau Jesouag | je12u99 ynsoa les9U29 Puepues wripaw « Puepuess us + puepueys ysiy AoA '5MO}]O¥ Se 1a1SaWIN Y>e— UaNIB aq [IM aDUaIadWOD 2!Seq Y>eD Jo SISOUSEIP aYL, ynsoa es2u25 synsoa te2u25 aynsoa es2u29 aynsoa es9U25 ynsoa res2u29 waUa ‘SanaesoIT pue ysiueds ‘anaesoait pue anbseq ‘90005 [B05 ARsTUDyT SAG ‘ABoj099-ABOIOIG to | oTX0 {sanjen paloyue Aisno|nard Wiouy PaUleIqO SINSN) (vaysowiny yoea) aALLDadSwad ANWNITdIDSIUALNI NV WOU S39NAL3dNOD JISVE 4O T3N31 LNaWdOTaNgG 3HL ANaWssassv $39NaL34WOD 193rans 40 SWW3L NILN3INdOTIN3G 40 13031 SnewoneW sBuIDIING UseMyeq O17 €'7 Had HSMONS