SELECTED
COMMUNITY
2014
Promotion of a private country school in a very exclusive northern area in
Bogota. The school has bilingual status, the school day is 8 hours. The class
is 19 students.
The importance of assessment
The importance of assessing our students goes beyond than simply test if they have achieved or not the topics stated by the syllabus of the school, as stated by Baxter (1997,p.8) “Instead of using the assessment to grade the student, we use it to see where the student needs more help”. Evaluation can help you as teacher to identify areas for improvement and ultimately help you realize your goals more efficiently in order to help the students to have more effective outcomes in the class. Even Though there are different kinds of assessments, the most important when evaluating your students are proficiency, achievement, placement and diagnostic tests. Due to we as teachers to be need to know how to evaluate our students, it is of a really big importance to be aware of all the different processes of an evaluation and all the point that should be taken into account, that is why evaluation must be seen as a connection between the teacher and the learner in which an effective learning and teaching process between both sides is been effectively followed. The evaluation should be done in a reliable form so its results could be verifiable and thus it could be taken as a standard, it means that other educators can have the same results if using the same effective evaluation. For an evaluation to take place in any measured way, the purposes and the expected outcomes in terms of student learning and attitude changes must be specified. Johnstone (2005).
It is important to evaluate the students in order to have an idea of how has been all the learning process of the group in general. Because it is also a necessity for the teacher and students to know what aspects should be enhanced, the way in which the evaluation is to be done, is really important for the teacher and for the students too. taking into account that in primary school in our country there are a big affluence of students in the classrooms, the methods for evaluating the students of the group will be based on Criteria-referenced tests which measure specific skills and concepts without the comparing the students among them. This type of test fit to the group of students to be evaluated due to it gives specific information on skills and sub-skills the student understands.
In order to apply the correct
evaluation form, indirect testing
will provide the information that the teacher needs for the evaluation of a
specific skill. Indirect testing will be implemented as part of the evaluation
as a way of having broader insights of the process that the student is been
carrying out in the class. Despite the fact that in our culture the most
relevant in terms of evaluation is the grade, we us teachers to be have to
change this thought and start to have a more subjective point of view of the
evaluation process that should be accomplished in the class.
Because the fact of accumulating information, topics and workshops done in
class is not appropriate for the process of the students from the group, mini test and check tests will be done
due to this kind of tests give the opportunity to students of having a clearer
idea of what specific issues should be improved and how the evaluation is
taking part in the course. Students will be involved in a congruent evaluation. Congruent
evaluation allows monitoring the aims, methodology and evaluation of the course
have been implementing according to the already stated purpose and beliefs.
When validity, and reliability are part are taken into account when
preparing the evaluation, a good test can be carried out in the class and no
problems will confuse your students at any time.
Techniques that will be use during
the course
Different techniques will be carried out in the final
evaluation taking into account that every single skill has its own technique in
order to have an effective evaluation paper. For grammar testing, the students
will be assigned a gap-filling activity which will be designed according to the
topic previously studied in class (water cycle). The idea of gap filling is not to force the
students to select what the teacher wants but to give different options of
vocabulary to answer.
For evaluating the writing skill, series of sub skills
will be taken into account such as structure, which in this case is simple,
present tense, spelling, vocabulary (water cycle). The use of the correct
vocabulary, structure, spelling, will make that the evaluation can be more subjective
than just grading something already fixed by the teacher. All the previous sub
skills are to be taken into account for the writing skill which will be a
written production test based on the water cycle.
Students will be given some vocabulary, connectors and
as a result they will have a short written paper. A multiple-choice listening test will be held in the group. In this
kind of tests is relevant to take into account that the order of the listening
content should have the same order than that the multiple choice questions in
the evaluation paper of the students for avoiding tricky questions that will
end confusing the students. During the exercise of multiple-choice, not only
listening will be tested but also reading given the fact that the students will
be reading and following a reading while they have to match some questions that
are not in their sheets of paper but are mentioned by the teacher. The
listening will not be implemented through a tape recorder but “live” listening
will be implemented. As stated by Harmer (2001 p. 306) “A popular way of
ensuring genuine communication is live listening, where the teacher or/a
visitor to the class talk to the classroom”. because for the speaking skill
students will be assessed through observation, one speaking aspect will be
chosen so the teacher could evaluate in a subjective way during all the process
in the class, one aspect could be oral participation, this aspect could be
taken into account that a previous speaking and listening activity was done
before.
Evaluation (listening and reading)
1
Follow the
reading and answer to the multiple-choice questions according to what the
teacher reads.
The water cycle
The water cycle has no starting
point, but today this story begins in the 1. ___ , since that is where most of Earth's
water exists. The___, which drives the water cycle, ___water in the oceans.
Some of it ___ as vapor into
the air; a relatively smaller amount of moisture is added as ice and snow sublimate directly from the ___state into vapor. Rising air currents
take the vapor up into the atmosphere, along with water from ___, which is water transpired from plants and evaporated from
the soil. The vapor rises into the air where cooler temperatures cause it to condense into clouds.
1.
a. Planet b. Orleans c. Ground
2. a. son b.
Sun c.
Salt
3. a. hits b. heats c. hears
4. a. is vapor b. evaporates c. start vapor
5. a. sun b. solid
c. submit
6. a. transpiration b.
transformationc. evaporation
2. Fill in the
gaps according to the previously water cycle explanation.
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1
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Water vapor that condenses
on cool surfaces is:
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dew.
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rain.
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snow.
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sleet.
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2
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Clouds are formed by:
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cool air rising.
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water vapor condensing.
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lightning.
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snow.
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3
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where most of Earth's water existsare called;
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rivers.
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oceans
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sun
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vapor
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4
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air currents take the vapor up into the:
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earth.
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atmosphere
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ocean
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3. Written production.
Write a paragraph where you describe the water cycle.
Use the next chart with some connectors for your paragraph ( 5 lines minimum)
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·
Meaning
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·
Sentence connectors
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Subordinates
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Phrase linkers
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Cause and effect
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As a result
Consequently
In conclusion
Inevitably
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Because
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because of
As a result of
Due to
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References
0
Andy Baxter (1997) Evaluating your Students
Jeremy Harmer (2011) The Practice of English
Language Teaching) Chapter 8, 12, 14. 18.
Patton, M.Q. (1987). Qualitative Research
Evaluation Methods.
Alex Johnstone (2005) Evaluation of Teaching
Web page: SCIENCE FOR A CHANGING
WORLD
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