Momento 1

INDIVIDUAL COMMUNITIES CHARACTERIZATION

Description of the community by Carlos Arturo Valencia.

To begin with, the fact of choosing a community in order to analyze different aspects of it, it is also an opportunity that should be taken into account in our professional development process.  These are students from the SENA, they are coursing the "MantenimientoMecatrónico de Automotores" program, in their learning process they have to accomplish eight learning outcomes in the English Language in order to get their certification, this kind of education is free.

Community of English learners	16 Students from the SENA
Age	Between 17 and 25 years old
English Hour Intensity	4 hours weekly
Context	Students have to accomplish their learning outcomes in the English language in an A2 level according to the MCERL, they will get their knowledge in this foreign language in a B-learning way.
Economic	Stratum 1 and 2.
Geographical Location	Colombia, Risaralda, Dosquebradas
Education level	Technician
Learning purpose	Most of them are not motivated to learn English, they do it because it is compulsory in their learning process, this lack of motivation is a result of many bad experiences they have had in high school or some institutes.

Description of the community by Victoria Tobón.

Community description of English learners	The 9 learners from the neighborhood Comuneros, Dosquebradas, are students from the Caldas University that are studying for electronics technologist; In order to graduate they have to pass the English exam but they only know some things that they learnt in high school, they have to graduate the next semester, that’s why they began to study in a course on internet.
Age	Adults between 23 and 28 years old
Time (intensity)	2 hours each 3 days
Student context	The institution required that the students acquire an intermediate level to graduate of the program
Economy	They are in low and middle socioeconomic status.
City or municipality	Dosquebradas, Risaralda.
Education level	Technologist
Learning purpose	They need to graduate from the university and have to learn English for their professional life because many manuals are in English. The purpose is that those students not only learn for pass the exam but also learn for their professional life because the electronic have many terms in English and now it essential to know English, that’s why we as teachers have to propose one effective method to apply to these students.

Description of the community by Cruz Maria Piedrahita Frias.

Friends of Elmwood community

It is a community that has been working in a program supporting immigrants that come from different countries. This program assists immigrants to settle down and accompany them in their process to start a new life in Canada.

For those people that come from different countries, like: Congo, Ethiopia, Iraq, and Afghanistan and so on; do not have enough money to start a new life in a new country with a significant barrier, the language.

The average age of this group is between 29 and 47 years old.

English level 1-2

These classes are taking place in Winnipeg, MB, Canada.

This program is focusing to assist people under special conditions to understand the beginning of a new life after having a tough moment to leave their homeland. For this group, the English classes at the beginning are focusing on: Canadian living and rights, talk about yourself, go to grocery store, make an appointment and explain doctor some symptoms, understand directions and to get to certain places. These basic topics will get newcomers some tools to feel confidence to talk, receive and give information. The average assistance shows housewives have the more attendance, which most of the time stay at home looking after their kids, and need the language to do certain stuff.

There are a maximum of 15 adults students in this class. The English classes start at 5:30 pm to 8:30pm - two evenings a week.

The purpose of this English class is helping them to start a new life, therefore it center of attention on the communicative skills. Students would get a certificate at the end of the session, which is goes around of 10 classes. It would allow them to move on to the next session.

Description of the community by Javier Alexander Aguirre.

GROUP COOKS

A group of students of gastronomy Comfenalco Quindío, Armenia are doing a technologist, are already completing their process of theoretical learning in a contest that will be done at the end of the period which is a gastronomic exhibition where they go select the 10 best chefs to go do an internship at one of the best restaurants in the USA which are very excited to meet this challenge; they do not know it is that in addition to this competition, they should have a level A2 according to the MCERL and that's where they are in the process of learning English and Comfenalco gives them that facility to study it with an intensity of two hours for three days a week to achieve the learning outcomes and get certified.

English learner community 10 and the average age is between 16 and 26 years with a layer of 2 and 3.

Geographical location, Colombia, Quindío, Armenia

This is the fundamental reason why they want to learn English but also understanding how new opportunities and learning through experience that may already have to be in direct contact us. It's very motivating for students to see that efforts become achievements.

Description of the community by Katerine PaterninaYepes

Community of English learners		I.E. Villa María, sede El Porvenir
Age		Between 12 and 14 years old
English Hour Intensity		2 hours per week
CONTEXT
Economic	Geographical Location	Education level	Learning purpose
Stratum 1 and 2.	Colombia, Turbo-Antioquia. Vereda Villa María.	Primary	It is well known the need to improve the quality and academic performance is necessary to help strengthen it so that there is much more motivation and interest in learning the English language.

Analysis.

We as a collaborative group have chosen the community from The SENA Institution, proposed by Carlos Arturo Valencia.

1. According to the characteristics of the group, how does the concept of Validity apply in their evaluation process?

As we know the validity is a test is said to be valid if it measures accurately what it is intended to measure, the validity can be applied when there is an objective for the evaluation and the information is reliable furthermore if there are a proper sample that show accurate results, keeping in mind a lot of steps in the student’s context as in the case of the 16 Students from the SENA whose ages ranged between 17 and 25 years old, they  have to accomplish their learning outcomes in the English language in an A2 level according to the MCERL, they will get their knowledge in this foreign language in a B-learning way, the socio economic stratum 1 and 2, etc. The requirements need to be adequately specified, with all of these information and already designed, applied and processed the evaluative instrument, it could be taken decisions that would make an effect for the students.

His concept of validity as data, are apparently viable. It has good organization and structure is organized. Having 16 students allows attention and concentration better. The age factor also be a disadvantage, but if implemented well the learning method will have good results.

2. According to the characteristics of the group, what aspects could affect the reliability of the evaluation process?

The group chosen have some characteristics that could affect the reliability of the evaluation process in the sense that the ages of the students are between 17 and 25 years old also they are in 1 and 2 stratum, the results in the measuring can be variables, is that to say the measures need to be accurate and consistent, there shouldn’t be any great variations. Not only take in to account the previous information but also measure or investigate the 16 students level keeping in mind these data being carefully with the reliability and the conclusion need to be valid.

In the circumstance of the group most of the students are not motivated. For the reliability of the evaluation  the issue need to be measured several times, only one item to evaluate with one measurement instrument and the results have to be more precision and less variation.

The aspects that would affect are the differences in ages and the heterogeneous motivation to get the language, some of the students which are in a low stratum don´t have the technological support to study in a B-learning process, some of them also work when they are not at the Institution so homework is not well accepted.

In order to increase or enhance reliability we should think about working in team as teachers, increase efficiency in our labor, motivate them to get the foreign language by an significant learning.

3.     What proposal (exercise sample) would contemplate aspects of formative and summative type of assessment?

First that all the teacher has to follow some steps to contemplate aspects of formative and summative type of assessment.

·       Found the appropriate methodology

·       Objectives

·       Goals

·       Adequate material

·       Collect information during the formative process.

The 16 students from SENA need to accomplish their learning outcomes in the English language in A2 level to graduate from the technical program, most of them are not motivated to learn English due to the bad experiences that they had in high school, in order to solve this difficulty, can be used the direct method that allow the students be always in touch with English is that to say without the use of the first language, through funny images, using kinesthetic abilities that enable students understand better the class and acquire easy the vocabulary.

Exercise sample

Watch the following video and after you must design a mind map with images that describe the most relevant information.

https://www.youtube.com/watch?v=l_Ei7CxXwuo

After that the students have done their exercises, they have to show it to class and expose their mind maps and the teacher give a meaningful feedback, where talk about corrections, suggestions or acceptances, also make questions related to the video.

Every day the teacher can create different exercises, suggest, teach vocabulary, and do personal and collaborative interviews about the topic that has been taught in each class.

With the previous information and at the end of the unit the teacher can implement the summative assessment with an interview, a final project, an essay, etc.

All of this help to identify their strengths and weaknesses and what areas the teacher need to improve and search other strategies that fit their needs.