La evaluacin puede ayudar al alumno a identificar lo que ha aprendido dentro de un periodo determinado y aquello en lo que an necesita trabajar.

Para los docentes, la evaluacin puede servir para reflexionar sobre la propia enseanza y dar pie a la innovacin de la prctica

First session

ENGLISH
September 2009
Time

Ice break General plenary.

Testing: test types and characteristics. Test design. TOPIC 2: Task-based learning and project work (continued): Project presentations by teams.

2 hours

TOPIC 1: Looking back at the programme: Purposes. Evaluation. Habitual and ongoing activities.

Test design

20 minutes

Lunch
TOPIC 2: Task-based learning and project work:. What is an ETL project? Elements of a project. Sample projects.

Lunch
TOPIC 2: Task-based learning and project work. (continued): Designing projects.

Lunch
TOPIC 2: Task-based learning and project. work (continued): Designing projects.

Lunch

2 hours

Suggestions.

First grade
INTRODUCTORY UNIT
CLASSROOM LANGUAGE PURPOSE To provide students with basic classroom language that will enable them to communicate in English at all times, in and out the classroom.

UNIT 1
PERSONAL IDENTIFICATION To enable students to introduce themselves and others and to exchange details.

UNIT 2
ACTIONS IN PROGRESS To enable students to obtain information about possessions and describe actions that is in progress at the moment of speaking.

UNIT 3
HOBBIES, LEISURE AND SPORT To enable students to express their personal interests on the topic of hobbies, leisure and sport, and to make and respond to invitations to events and places related to the topic.

UNIT 4
DAILY LIFE

UNIT 5
PLACES AND BUILDINGS To enable students to describe the place where they or other people live, and to ask the way give directions.

To enable students to describe actions that take place daily or periodically in students lives or in the life of people and animals they are interested in.

Greeting people and responding to greetings. Language functions Maintaining communication in or out of the classroom.

Introducing yourself and other people.

Asking for and giving personal details.

Asking and answering questions about personal possessions. Describing what people are wearing and / or doing at the moment of speaking.

Expressing preferences, likes and dislikes. Inviting and responding to invitations.

Asking and telling the time. Asking for and giving information about everyday activities.

Giving simple information about places. Asking for and giving directions.

Purpose
To practice the different kinds of items to create a test. Design in teams a test for each grade.(choose the content for the firts units).

Testing
An activity whose main purpose is to convey, usually to the tester, how well the taste knows or can do something. (Learning may result from a test, but this is not the main goal).

The relationship between TEACHING and TESTING

Separated

teaching is mainly directed to a particular test

school exams public examinations

The relationship between TEACHING and TESTING

Close

tests are devices that: reinforce learning evaluate students performance evaluate Ts effectiveness help focus on areas of difficulty

Therefore:
TEACHING

TESTS = valuable devices

LEARNING

(rather than UNPLEASANT IMPOSITIONS)

CLOSE relationship is EXTREMELY IMPORTANT

Characteristics of a good test

1. Reliability Something reliable is something that works well and that you can trust. A reliable test is a consistent measure of what it is supposed to measure. Questions: Can we trust the results of the test? Would we get the same results if the tests were taken again and scored by a different person? Tests can be made more reliable by making them more objective (controlled items).

Characteristics of a good test

2. Validity Something valid is something fair. A valid test is one that measures what it is supposed to measure.

Types of Validity Face: What do students think of the test? Construct: Am I testing in the way I taught? Content: Am I testing what I taught? Tests can be made more valid by making them more subjective (open items).

Characteristics of a good test

Practicality Something practical is something effective in real situations. A practical test is one which can be practically administered. Questions: Will the test take longer to design than apply? Will the test be easy to mark? Tests can be made more practical by making it more objective (more controlled items)

Reliability, Validity & Practicality

The problem:
The more reliable a test is, the less valid. The more valid a test is, the less reliable. The more practical a test is, (generally) the less valid. The solution: As in everything, we need a balance (in both exams and exam items)

1. 2.

What? Language Grammar Vocabulary Spelling Pronunciation Skills Listening Reading Speaking Writing

Testing...
Why? To find out what students have

learnt

To find out what students can do

Testing in the Communicative Classroom

More than one type of test is needed (skills)

Main focus: LANGUAGE is used for COMMUNICATION

Tests must include:

Listening Speaking Reading Writing activities (integrating the skills as it happens in real life)

Nevertheless, scoring is more subjective: VALID, but not always RELIABLE.

Criteria for student evaluation

1. Criterion-referenced: how well a learner is performing in relation to a fixed criterion, based on an estimation of what is reasonable or desirable at a certain point in their development.
Norm-referenced: how well the learner is performing in relation to the group. Individual-referenced: how well the learner is performing in relation to his/her previous performance.

2.

3.

 Feedback: Information that is given to the learner about his/her performance of a learning task, usually with the objective of improving this performance. Assessment: Informing the learner on how well or badly he/she has performed. (e.g. grades, good, no, etc.)
Correction: Specific information provided on aspects of the learners performance. MUST include information on what the learner did right as well as wrong, and, most importantly, why.

Products from evaluation

Evaluation
Exams (Units 1,2,3,4,5) 20% Daily work 20% Daily work----20 Presenting class 8% Notebook 5% Exercises 4% Homework 3% Portfolio 30% Projects 30%

Testing in the 2006 English programme

What should students be tested on?

Text interpretation
(oral or written)

What ss do with texts in order to interpret them (comprehension).

Appropriate use of language conventions.

Use of language

(regarding reflection on language)

Text production
(oral or written)

What ss do in order to produce texts.

Characteristics of a good test 1. Reliability

Something reliable is something that works well and that you can trust. A reliable test is a consistent measure of what it is supposed to measure. Questions: Can we trust the results of the test? Would we get the same results if the tests were taken again and scored by a different person? Tests can be made more reliable by making them more objective (controlled items).

Characteristics of a good test

2. Validity. Something valid is something fair. A valid test is one that measures what it is supposed to measure. Types of Validity Face: What do ss think of the test? Construct: Am I testing in the way I taught? Content: Am I testing what I taught? Tests can be made more valid by making them more subjective (open items).

Characteristics of a good 3. Practicality test

Something practical is something effective in real situations. A practical test is one which can be practically administered.

Questions: Will the test take longer to design than apply? Will the test be easy to mark? Tests can be made more practical by making it more objective (more controlled items)

Kinds of items
Hierarchical. True and False. Scramble words. Multiple option. Match. Belong. Question (open answers). Complete(canev) the sentences using the chart (fill in the blanks). Put the following dialogue in order. Underline.

OBJECTIVE TEST

Item of structure answer choose one answer from3 or 4 answers options. One item of two options like true and false. Item be matched and organized. Belong to these items like multiple ption, true and false, to be in correspondence with, hierachical.

Item of not structure answer. Direct question,of word or frase or incomplete question and to understand the characteristics of short answers and gap questions. In this item the answer not has options to choose and should give one answer. Belong to these items Like short anwer, complete and caneva or gap.

Rules to elaborate items

Should be joined to the information. Should be written in a simple way.

Should has a grammatical coherence.

Should be written in the correct language according to the level. Avoid to write in a ironic way ( dont write names of vip, or artis). The draws and pictures should be clear and congruents to the items. Should be written in affirmative way. For each item should be written the resolution of the procedure. Should be written the answer key (just for the teacher).

Underline the correct answer Underline the cognates. A) elephant b) house c) dog d) kangaroo

Match the columns Complete the sentence. I love my ________. One 2

Two

Complete the dialogue dog a) Whats your name? b) My ________ is Pedro.

Five

name

The Walton are having their suntrip holiday read this post card that Jim Walton is writing to some friends in London and answer the questions.

Greetings from Spain We are having a great time here. It is really sunny and we are swimming a lot. Peters learning to water ski and Kates visiting all the museums in the City. I am having a bit of trouble with the left hand drive but Kates managing it beautifully. We are getting a terrific suntan, and I am taking a lot of photographs .The maid isnt very good student, and shes only working at the hotel for her Summer holidays. Marcus is living out here now and Writing novels. Mr and Mrs. Simmers. See you soon. Love Jim.

True and false

Every part of a true sentence must be "true" If any one part of the sentence is false, the whole sentence is false despite many other true statements. Pay close attention to negatives, qualifiers, absolutes, and long strings of statements Negatives can be confusing. If the question contains negatives, as "no, not, cannot" Drop the negative and read what remains. Decide whether that sentence is true or false. If it is true, its opposite, or negative, is usually false Qualifiers are words that restrict or open up general statements. Words like "sometimes, often, frequently, ordinarily, generally" open up the possibilities of making accurate statements. They make more modest claims, are more likely to reflect reality, and usually indicate "true" answers. Absolute words restrict possibilities. "No, never, none, always, every, entirely, only" imply the statement must be true 100% of the time and usually indicate "false" answers Long sentences often include groups of words set off by punctuation. Pay attention to the "truth" of each of these phrases. If one is false, it usually indicates a "false" answer Guessing: Often true/false tests contain more true answers than false answers. You have more than 50% chance of being right with "true". However, your teacher may be the opposite. Review pasts tests for patterns...

True and false

The true false item format is straightforward. Write the stem as a direct statement and labe l the two alternatives true or false. EXAMPLE: (TRUE/FALSE) When placing the CA in stowage, you must make sure the CA temperature is normal before securing heater power. a. True b. False True-False Test Item Construction Observe the following rules for constructing truefalse items: Include all relevant information and conditions required for the stu dents to correctly answer the item in the descriptive statement. Make the statement concise and cl ear. Make sure the proposition that makes the statement true or false is evident. Make sure the statement is clearly true or false. Place the TRUE/FALSE identification before the item. When possible, make a false statement consistent with a typical misconception. Do not use specific determin ers (e.g., always, never, none, all, may, sometimes). Keep items short. Long items are harder to read and more difficult to judge true or false. When possible, use posi tive statements to minimize confusion. Do NOT lift test items verbatim from the curriculum.

Short answer
A teacher's primary purpose in giving a short-answer test is to test whether you have a foundation of knowing the material, usually factual. Prepare for the test Develop summary sheets of the course material information. Focus on key words, events, vocabulary, concepts Organize and categorize the material, then review When taking the test Respond directly to the question or directive Focus on keywords and ideas called for Eliminate those that do not directly address the information requested in the test item Respond and write concise answers Connect key facts into short sentences according to the test instructions If you can think of several answers let the instructor know. The instructor may give you a clue to the correct answer he/she's looking for A guess made with common sense could get you more test points than if you leave an answer blank

Multiple choice questions usually include a phrase or stem followed by three to five options: Test strategies: Read the directions carefully. Know if each question has one or more correct option. Know if you are penalized for guessing. Know how much time is allowed (this governs your strategy). Read through the test quickly and answer the easiest questions first. Mark those you think you know in some way that is appropriate. Read through the test a second time and answer more difficult questions. You may pick up cues for answers from the first reading, or become more comfortable in the testing situation. If time allows, review both questions and answers It is possible you mis-read questions the first time. Answering options Improve your odds, think critically: Cover the options, read the stem, and try to answer. Select the option that most closely matches your answer. Read the stem with each option. Treat each option as a true-false question, and choose the "most true." Strategies to answer difficult questions: Eliminate options you know to be incorrect. If allowed, mark words or alternatives in questions that eliminate the option. Give each option of a question the "true-false test:" This may reduce your selection to the best answer. Question options that grammatically don't fit with the stem. Question options that are totally unfamiliar to you. Question options that contain negative or absolute words.

Try substituting a qualified term for the absolute one, like frequently for always; or typical for every to see if you can eliminate it "All of the above:" If you know two of three options seem correct, "all of the above" is a strong possibility Number answers: toss out the high and low and consider the middle range numbers "Look alike options"probably one is correct; choose the best but eliminate choices that mean basically the same thing, and thus cancel each other out Double negatives: Create the equivalent positive statement and consider Echo options: If two options are opposite each other, chances are one of them is correct Favor options that contain qualifiers The result is longer, more inclusive items that better fill the role of the answer If two alternatives seem correct, compare them for differences, then refer to the stem to find your best answer Guessing: Always guess when there is no penalty for guessing or you can eliminate options Don't guess if you are penalized for guessing and if you have no basis for your choice Use hints from questions you know to answer questions you do not. Change your first answers when you are sure of the correction, or other cues in the test cue you to change. Remember that you are looking for the best answer, not only a correct one, and not one which must be true all of the time, in all cases, and without exception.

1.Where are the Waltons?___________________________ 2.Are they enjoying themselves?______________________ 3.What does Peter say about?_________________________

Swimming__________________________________________
Waterskiing________________________________________ His suntan_________________________________________ Photographs_______________________________________ 4.Write three things about the maid______________________________________________ 5.Write two things about Marcos____________________________________________

Writing the paragraph and answer the questions.

Hello my name is John Cena, I am from United States, I am 36 years Old, I was born in 1976, my ayes are brown, I am a fighter for the we. I am an American and I am speak English. If you want a have contact with me my phone is 956-7631-222,

and my email address is john@gmail.com 1.What is his name? _______________________________________________________________ 2.What is his last name? ____________________________________________________________ 3.What is he from? ________________________________________________________________ 4.What is his nationality? ___________________________________________________________ 5.What language does he speak? _____________________________________________________ 6.What is his telephone number? ____________________________________________________ 7.What is his email? ______________________________________________________________ Hello my name is Avril Lavigne, I am from Canada, I am 26 years Old, I was born in 1982, my ayes are green, am a singer in a band. I am a Canadian and Im speak English and French. If you want a have contact with me my phone is 857-2016-222, and my email address is alavigne@gmail.com 1. What is her name? _______________________________________________________________ 2. What is her last name? ____________________________________________________________ 3. What is she from? ________________________________________________________________ 4. What is her nationality? ___________________________________________________________ 5. What language does she speak? ____________________________________________________ 6. What is her telephone number? _____________________________________________________ 7. What is her email? ______________________________________________________________

COMPLETE THE SENTENCES USING THERE IS

or

THERE ARE.

1.- ________________________a lamp on the night table. 2.- ________________________a dog on my bed. 3.-_________________________two sofas in the living room. 4.-_________________________many chairs in the living room. 5.-_________________________a big baseball stadium in Saltillo. 6.-_________________________three English teachers in this school. 7.-_________________________a beautiful house for rent 8.-Whats wrong with him? Multiple option a) I have a headache b) I have a temperature c) I have a stomachache d) I have a cough 9.-The red blouse is $170. and the yellow blouse is $90. Which one is cheaper? a) The blue one b) The red one c) The yellow one c) They're the same

Underline the preposition in the text.

Sally is sitting in front of the mirror. Her puppy is on her bed. Her photo is hanging on the wall and her perfume is on the dresser. There is a sweater in a drawer and a pair of jeans in her closet. Sally's skateboard is under her bed. What a nice bedroom.
Write T true and F false next to each sentence.

1. 2. 3. 4.

The red cell phone is on the table A cell phone is under the sofa The cell phone is in the schoolbag The blue cell phone is between Din and Dan

________ ________ ________ ________

Choose the correct word to complete correctly the sentences.

Shoes, like, thank, shorts, much, I, help, many, need, lady, much, shirts, bag, welcome.

Lets go to C&A Can I help you? Yes, I _______ to shop _______ jerseys, ________ and _______.

Ok here it is what you _______. Oh! All are fantastic. How ________ are they? They are 70 dollars. Fine, thank you. Youre _________. Ok and you ____, How can I ________ you? ___like to shop ______, jeans and ________.

Ok here it is. All are grate, how _______ are they? There are 90 dollars. Fine, ______ you. Youre welcome.

MATCH THE COLUMN A ITH THE COLUMN B PUT THE NUMBRER IN THE LINE.

Hierarchical

1.-If the car doesnt work.

______

I will call the electrician.

2.- If you feel sick. 3.- If the cat is hungry 4.- If the light is out. 5.- If you find a purse. 6.- If she doesnt rest. 7.- If I study law.

_____ _____

Youll call the police. I will become a lawyer.

____

She will be tired.

___Youll call a doctor _____ Ill call a mechanic.

______ You will give it some food

Order the next sentences.

Scramble words

1.-Sara / Is / go / by car / to Cancun / going to / ? Is Sara going to go to Cancun by car?

2.-she / Is / going to / in Cancun / for two days / stay / ? Is she going to stay in Cancun for two days?
3.-she / going to / Cancun / Is / meet / Alan / in / ? Is she going to meet Alan in Cancun ? 4.-they / going to / by plane / Are / travel / to Costa Rica / ? Are they going to travel to Costa Rica by plane? 5.-they / going to / Are / work / in the summer / ? Are they going to work in the summer?

WHAT WOULD YOU DO IN THE NEXT SITUATIONS? CHOOSE AND ADVICE AND WRITE IT WITH SHOULD OR SHOULDNT

No food or drinks in the classroom

1.4.-

No lifeguard on duty at Santa Monica Beach

Hospital Zone No Cell Phones

Caution! Hard Hat Area 2.5.. Microwave Warning No Metal Utensils 6.-

No pets allowed in this school.

3.-

watching tv

Was stealing

Was reading

Examples of language projects for first grade

Design an Id. Write how do you feel in your English class.

How to create a Photo Book.

Assembling a pictionary. Create a gossip book.

Project for first grade THE PERFECT boy/ girl create a poster. You will be able to deal with the following contents: Present Simple Verb to have Body parts vocabulary Description of people Materials used : Varied magazines, glue, scissors and colour pencils Tasks: The students cut and paste body parts of different people to create the perfect man or woman. Students can also cut and paste their favourite singer, actor/actress, etc. Then, they signal the different body parts in English. When they finish they write a description. E.g. My perfect man has the blue eyes from Brad Pitt, the nose of Pierce Brosnan, the lips from Vigo Mortensen, etc. Studens can also play a game which consist of guessing the identity of the character: Where is she/he from? What does he/she look like? Laura Rodrguez Age: 12

TITLE: LET'S TALK ABOUT ME

You will be able to deal with the following contents:

Hobbies and interests Likes and dislikes Materials used : Magazines, glue, scissors and colour pencils Students cut and paste different items that represent their preferences. Then, they exchange their works with their partners. They write compositions about their partners. E.g. Marta likes listening to music. She doesn't like doing the washing up. EXAMPLES : Let's talk ...

SECOND GRADE

UNIT 1

UNIT 2

UNIT 3

UNIT 4

UNIT 5

PEOPLE AND ANIMALS

PURPOSE
To enable students to describe people and animals by making reference to their physical appearance to their physical appearance, (in) abilities and habits/routines.

HEALTH AND THE BODY

To enable students to give advice and make suggestions around the topic of health.

SHOPPING AND CLOTHES

To enable students to participate in conversations in which they compare, buy or sell a variety of items.

HOUSE AND HOME

To enable students to describe their homes and learn about other peoples homes.

PAST TIMES

To enable students to describe past events in their life and that of others.

FUNCIONES DE LENGUAJE

Giving and obtaining factual information of a personal and nonpersonal kind.

Expressing (in) ability in the present. Describing people and animals.

Giving and obtaining factual information of a personal and nonpersonal kind. Discussing the body and ones health. Establishing and maintaining social contacts. Giving advice. Making and answering offers and suggestions.

Giving and obtaining factual information of a personal and nonpersonal kind Making comparisons / expressing degrees of difference. Carrying out certain transactions. Buying and selling things.

Giving and obtaining factual information of a personal and nonpersonal kind. Describing accommodation.

Giving and obtaining factual information of a personal and nonpersonal kind. Expressing ability and inability in the past. Expressing past events.

Examples of language projects for second grade first bimonthly

Visiting our zoo Brochure. Students pets. End product: album + advice on how to take care of pets. Designing a campaign to protect animals in danger of extinction. campaign (advertisement, brochure, article, poster). Visiting a farm. End product: oral description of animals, short paragraph about animals, video. Create a Super Hero. Promoting good eating habits. Produce a booklet in order to make schoolmates aware that eating habits have effects on health. Design a magazine for health and the body. Create a a brochure about health risks due to Anorexia and Bulimia.

Third grade
Unit 1: Memories
PURPOSE
The purpose of this unit is to enable students to discuss their memories and describe actions that happened when other actions were in progress.

Unit 2: Rules and Regulations The purpose of this unit is to enable students to interpret and discuss rules and regulations and warning signs/notices, as well as to express obligation.

Unit 3: Food and Drink The purpose of this unit is to enable students to participate in conversations in which food and drink that they know/like and their recipes, and learn about food and drink in other parts of the world. 3.1. Ordering meals

Unit 4: Planning Holidays The purpose of this unit is to enable students to describe and discuss future plans in the context of holidays and travel.

Unit 5: Life in the Future The purpose of this unit is to enable students to make predictions about their life in the future.

Language functions

1.1. Asking for and giving information about past memories 1.2. Describing what people were doing at a certain moment in the past

2.1. Giving warnings and stating prohibition 2.2. Expressing obligation

4.1. Asking for and giving travel information 4.2. Talking about future plans

5.1. Making predictions about the future 5.2. Expressing degrees of certainty and doubt

Social

3.2. Discussing food and giving recipes

Examples of language projects for third grade first bimonthly

Editing a school newspaper/magazine in past tense.
Creating an anthology of poems. Writing and performing a theatre play. Making a book of tales. A collection of ss biographies.