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Evaluation
instruments
Created according to the level of the
standard of competencies and prioritized areas

AUTHORS:

Rosmary Carrión Jaramillo.

Meraida Sanchez Monteza.
Damian Fernandez Wilson.
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Formative
evaluation
It is a continuous process throughout the school
period.

Its purpose is the continuous improvement of learning

processes and the development of skills through feedback.

It is carried out through criteria developed by the teacher

taking into account the levels of development of the
students' skills.

WHAT IS THE WHAT DO YOU KNOW HOW TO DO OR WHAT WHAT SHOULD YOU DO TO
STUDENT HAS THE STUDENT KEEP LEARNING?
EXPECTED TO ACHIEVE? LEARNED?
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What should we
do to evaluate?
1. Understand 3. Select or
the competition design meaningful
to evaluate situations

2. Analyze
the cycle
learning standard

6. Provide feedback 4. Use

to students to evaluation
help them advance criteria to build
towards the expected
level and adjust instruments
teaching to 5. Communicate
identified needs to students
what they
will be
evaluated
on and the evaluation criteria
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COMPONENTS
CURRICULARS

COMPETENCES
The combined and articulated use of competencies allows us to guide the students' work and establish
evaluation criteria.

CRITERIA
CAPABILITIES
Capabilities are resources to act competently. They are the resources that students use to face a ASSESSMENT
specific situation.

LEARNING STANDARDS
Describes the development of competence at levels of increasing complexity.
They are the references for the evaluation of learning, therefore they are important references for
the formulation of the evaluation criteria.

PERFORMANCES
They are specific descriptions of what students do regarding the levels of development of
competencies.
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WHAT IS AN
EVALUATION CRITERIA?

Describe the
They are the specific reference for the value characteristics or
judgment on the level of development of the qualities of
competencies, they describe the characteristics what you want to
or qualities of what they want to value and that value
the students must demonstrate in their actions
in a situation in a context.

They are related to the

certain. RVM N° 094-2020-
competency
MINEDU
capabilities that are being
developed through a

THE CRITERIA GUIDE THE learning experience

EVALUATION OF PERFORMANCE OR
STUDENT PERFORMANCE
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Definition
They are tools that allow us to
determine the achievement
of student learning, with respect
to a previously
established purpose.
INSTRUMENTS OF
ASSESSMENT
Guys
What do they allow?
CHECKLIST: It is a structured instrument 1. that
Collect accurate information on
contains a list of established evaluation criteria or
student performance, and, from
this, allows the teacher to provide performances.
feedback and adjustments in their It presents a dichotomous scale (yes, no; achieves it,
teaching. or does not achieve it, present or absent, etc.).
2. RUBRIC: It is an instrument (matrix) that contains
the criteria that allow locating the level of
development of knowledge, skills and attitudes,
on a specific scale.
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What is a checklist?

Its elements are:

It is a list of relevant evaluation criteria
What you want to evaluate (evidence of
that indicate with precision, detail and
learning that accounts for actions, behaviors,
relevance what you want to evaluate in
skills and attitudes).
an activity, task, process or production.
Clear and concrete criteria (Avoiding
ambiguities)
The scale of presence or absence. (BUT)
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What is a rubric?
It is an instrument that is based on a series of criteria that
allows locating the level of development of knowledge, skills
and attitudes, on a specific scale.

Its purpose is:

Specify what is expected of the student's performance.

Evaluate its execution.

Provide feedback for improvement purposes.

It is important to note that the systematic and relevant use

of this evaluation instrument can bring great benefits in the
teaching-learning process because unlike other evaluation
instruments, the rubric allows us to be more precise with a
more thorough and complex evaluation.
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EXAMPLES:
TOPIC: Caring for animals in danger of extinction .
AREA: Science and Technology GRADE/CYCLE: 3rd - IV

CHECKLIST

COMPETENCE
Explains the natural and artificial world based on knowledge about living beings, matter and energy, biodiversity, Earth and the universe.

STANDARD
Explains, based on documented evidence with scientific support, the relationships established between: energy sources or their manifestations with the types of changes they produce in
materials; between forces with the movement of bodies; the structure of living systems with their functions and their grouping into species; the radiation of the sun with the climatic zones
of the earth and the adaptations of living beings. Give your opinion on the impacts of various technologies in solving problems related to collective needs and lifestyles.

EVALUATION CRITERIA

NAMES AND SURNAMES

Choose an endangered animal and draw it. Discuss the reasons that put the chosen animal in danger of extinction.
Additionally, identify its characteristics and the natural In addition, it proposes actions to care for the animal according to the reasons previously
area where it lives. identified.

Carrión Jaramillo, Rosmary

Sánchez Monteza, Meraida

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RUBRIC
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THANK YOU!