R

COORDINACIN DE INGLS EN EL D. F.

WORKSHOP: ASSESSMENT

Booklet

April 2012

Coordinacin de Ingls en el D. F. Workshop: Assessment

DIRECTORY
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DR. LUIS IGNACIO SNCHEZ GMEZ ADMINISTRADOR FEDERAL DE LOS SERVICIOS EDUCATIVOS EN EL D. F.

JENNY TABOADA COBLENTZ COORDINADORA DE INGLS EN EL D. F.

MADE BY: ARMANDO VELZQUEZ ZAMORA CARINA BEZ GAMBOA LILIA E. BRIONES JURADO LILIANA BALDERAS CASTRO RUBEN PALACIOS SANDOVAL

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Coordinacin de Ingls en el D. F. Workshop: Assessment

PURPOSES OF THE WORKSHOP

1. Revise the assessment guidelines within the National English Program in Basic
Education (NEPBE).

2. Familiarize participants with assessment procedures and instruments to implement in

their daily teaching practice.

3. Identify the main characteristics and purposes of each assessment instrument.

CONTENTS
1. Assessment
1.1 Approaches to assessment 1.2 Functions of assessment
2.

Why assess
2.1 Curriculum 2011 2.2 Assessment for learning 2.3 Purpose and characteristics of assessment in the NEPBE

3. What to assess
3.1 Teaching, learning and assessing 3.2 Curricular Achievements 3.3 Expected Learning Outcomes

4. How to assess
4.1 Stages 4.2 Responsible for assessing 4.3 Assessment formats and instruments

ANNEX
1. Glossary 2. Sample instruments

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Coordinacin de Ingls en el D. F. Workshop: Assessment

ASSESSMENT
Assessment fulfills a core function in education. Thus, it has been characterized with different features by teachers and students.

Activity 1.1 Brainstorm. Write words related to assessment. ____________ ____________ ____________ ____________ ____________ 4

1.1 Approaches to assessment The uses and purposes of assessment are related to the role of education in society, as well as to the concept of teaching and learning predominant in a certain context. During the first decades of the XX century assessment was used in order to test what had been taught in terms of verifiable results. This conception was influenced by positivist and behaviorist trends, since only demonstrable facts and data could show what students had learned. Consequently, the focus of assessment was only on the results obtained. During the 1960s and 1970s educational programs and institutions were also subject of evaluation. In addition, the reach and implications of assessment were specified with the coming of two main types of assessment: formative and summative. Assessment has changed as it is now focused not only on measuring knowledge of subject matter, but on how relevant that knowledge is for building abilities for daily life. Nowadays, assessment holds a primordial role and it has diversified in processes such as: certification in specific abilities and knowledge, selection and promotion.

1.2 Functions of assessment The results derived from assessment procedures have academic, work and social implications, which is the reason why assessment has been used for two main functions: Control Functions. In traditional education, teachers have the authority over decisionmaking in the classroom, defining what is appropriate or convenient for the learning process, their students behavior and the general conditions in which teaching takes place. The results obtained from evaluation are primarily expressed in a grade. Teaching Functions. Assessment can be used to give guidance about the teaching learning process, to diagnose, to train students in self-reflective strategies and in monitoring their own learning, as well as to verify expected learning outcomes and feedback. In this function assessment portrays a democrative, formative, and integrative character. In this sense, the teachers role is not only a collector of data but a facilitator of students understanding and learning.

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Coordinacin de Ingls en el D. F. Workshop: Assessment

Activity 1.2 Complete the diagram with key words that refer to how the approach to evaluation has changed.

Early and mid XX century

Present

2. WHY ASSESS
Understanding the purposes of assessment makes it possible for educators to guide their teaching practice and make decisions for improvement.

Activity 2.1 Answer the following questions about your current teaching practice at SEP:
When do you assess your students? Why do you assess?

2.1 Curriculum 2011 The Plan de Estudios 2011 constitutes the guiding document that defines the competencies for life, the Basic Education graduates profile, the curricular achievements and the expected learning outcomes of each educational field and curricular subject. In addition, in this document the teaching guidelines are established in order to ensure the implementation of the curriculum and to improve the teaching practice. As regards assessment, it is proposed that this process allows a teacher to identify situations that affect students learning, and to design strategies aimed at ensuring students progress.

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Coordinacin de Ingls en el D. F. Workshop: Assessment

2.2 Assessment for learning Within the Curriculum 2011, the following criteria are established in section 1.7 Assessment for Learning:
The teacher is responsible for the assessment of the students learning. Assessment is the process that makes it possible to obtain evidence, make judgements and offer feed-back to students on their learning achievements. Students and parents should be part of the evaluation process, and they should be informed about what is expected to be learned and how it will be assessed. In preschool, primary and secondary, the expected learning outcomes are specified as achievements for each block, and these in turn are considered the assessment criteria. Along the academic year the teacher should make use of different types of assessment instruments.

PLAN DE ESTUDIOS 2011., pp. 31 2.3 Purpose of assessment in the NEPBE In the National English Program for Basic Education (NEPBE), assessment is conceived as a means to make decisions about:
whether the teaching situations, the organization of work in the classroom, the use of materials and the kind of help or guidance provided are on the right track towards reaching the programs purposes.

In order to fulfill these actions, the teacher should identify what students have learned during a unit, a year or a cycle, making this a continuous and permanent process which should not be left for the end of a teaching period. In the NEPBE it is also established that the purpose of assessment is:
to help students identify what they have learned in a specific period and what needs to be reinforced. In addition, to help teachers revise and analyze their practice, so that they can reconsider, make decisions or innovations, and in general, improve the language teachinglearning process.

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA., pp. 33, 39

Activity 2.2 Discuss in pairs:

Why should you assess? When should you assess? Who is responsible for the process of assessment? How should you assess?

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Coordinacin de Ingls en el D. F. Workshop: Assessment

3. WHAT TO ASSESS
Defining the object of assessment is paramount in the teaching process in order to establish the most suitable instruments, time and procedures. To begin with, we should evaluate that which is relevant and significant within an educational program in terms of the contents and the teaching process itself.

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3.1 Teaching, learning and assessing

Traditional approach to education establishes that teachers should assess the contents learned by students. In this sense, learning objectives can be assessed through observable behavior. However, it is necessary to assess not only the results, but the teaching and learning processes taking all the elements implied into account. These components include teaching resources, activities, timing, among others. In the NEPBE it is established that through assessment the teacher gathers evidence of students performance and students progress in the specific competencies developed. These elements are defined in the Curricular Achievements for each cycle, and the Expected Learning Outcomes for each unit and Social Practice. 3.2 Curricular Achievements in Second Language: English The definition and construction of the Curricular Achievements is based on national and international criteria and standards, such as the Certificacin Nacional de Nivel de Idioma (CENNI), and the Common European Framework of Reference for Languages: Learning Teaching, Assessment (CEFR). The achievements refer to knowledge, skills and attitudes expected at different stages in students development. The achievements are organized as follows: i. ii. iii. iv. Comprehension. Involves receptive skills: listening and reading. Expression. Involves productive skills: speaking and writing. Multimodality. Use and understanding of non verbal cues. Attitudes towards language and communication.

3.3 Expected Learning Outcomes The Expected Learning Outcomes, or Achievements, make it possible to articulate the different dimensions of the curriculum. In the NEPBE, the Expected Learning Outcomes provide teachers with performance evidence about the learning of the Types of Contents (knowledge, actions, values and attitudes) that students are expected to acquire. These criteria are the basis to assess students performance along the development of each Social Practice.
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Coordinacin de Ingls en el D. F. Workshop: Assessment

Activity 3.1 Complete the following crossword with elements and characteristics of assessment.

Across 2. Assessment is ________ because it assesses language skills as a whole. 4. Assessment is ________ because the teacher gathers evidence so that positive and effective feedback is guaranteed. 7. ________ is a group of actions aimed at getting information about the students performance in order to intervene at different moments (before, during and after) in the teaching-learning process. 8 & 9. Information gathered from assessment is based on students ________ and ________.

Down 1. Assessment is ________ because the teacher assesses work and performance done throughout the development of the stages of the communicative situation. 3. ________ are the Expected Learning Outcomes. 5. It defines the kind of student that is expected to be brought up along Basic Education. 6. Curricular Achievements are based on national and international ________.

4. HOW TO ASSESS
Along the academic year, it is expected that teachers carry out different types of evaluation considering the appropriate moment to do so and the person responsible for it. 4.1 Stages The time in which assessment procedures are developed should correspond to their purpose and objectives as follows.

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Coordinacin de Ingls en el D. F. Workshop: Assessment

When?

Baseline

Formative

Summative

Diagnostic type of assessment. Its purpose is to assess prior knowledge of students considering the starting point of their understanding.

It provides information during the teaching process to assess students progress and guide the instruction throughout the teaching period.

It informs the student and the teacher about the level of understanding and performance that the student has achieved. Its purpose is to make decisions related to accreditation.

4.2 Responsible for assessing Assessment instruments are also classified according to the person responsible for carrying out the process. In all of them, assessment criteria should be clear and well-known by students.

Selfassessment

Its purpose is for students to know and assess their learning processes and performance in order to improve it.
It is a process that allows students to value and appraise their classmates performance by taking responsibility for this action. It also represents an opportunity for students to share their learning strategies.

Who?

Peerassessment

Heteroassessment

Process led and carried out by the teacher which involves the setting of learning opportunities for all students and the improvement of the teaching practice.

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Coordinacin de Ingls en el D. F. Workshop: Assessment

4.3 Assessment formats and instruments As stated in the Plan de Estudios 2011, teachers are expected to use a variety of assessment instruments according to their suitability and appropriateness in a learning task.

Activity 4.1 Complete the following chart with the information for each assessment instrument or format. Check the sample instruments included in the Annex and take notes.
INSTRUMENT/ FORMAT Rubrics DESCRIPTION AND PURPOSE STAGE RESPONSIBLE

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Checklist

Anecdotal notes Observation

Performance tasks (oral or written) Projects

Concept maps

Portfolios

Tests (oral or written)

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Coordinacin de Ingls en el D. F. Workshop: Assessment

ANNEX 1 Glossary
Basic Education graduates profile It defines the kind of student that is expected to be brought up along Basic Education. It is an indicator to assess the efficiency of the teaching process, and it is constituted through the expected learning outcomes and the curricular achievements. They are the reference for teachers to design their assessment instruments. They express what students should know and be able to do in four academic periods: at the end of third year of preschool, at the end of third and sixth grade of secondary school. These periods correspond to specific features of cognitive development of students, and they correspond to the curriculum contents of the each grade. Group of actions aimed at getting information about the students performance in order to intervene at different moments (before, during and after) in the teaching-learning process. The Formative Fields for Basic Education organize, regulate, and articulate the curricular spaces and they go hand in hand with the competences for life, and the features of the graduates profile. Its purpose is for students to develop communicative competences on the use and formal study of the language. The teaching methodology and approach are based on the social and cultural practices of the language. The teaching purpose is to promote the familiarization with the second language, which will enable students to establish the subsequent learning. The curricular achievements of preschool third grade are aimed at making it possible for students to recognize and express greetings; to identify vocabulary about objects, animals, people; and to complete words orally as well as to respond to questions using non verbal language. The curricular achievements for these educational levels reflect national and international criteria, considering that students develop communicative competences that can be applied in everyday and work environments. Accordingly, it is important to emphasize the use of a second language for students to access academic and work opportunities later on. Teaching is conceived through activities that promote communicative and collaborative interaction. It is defined as a global, continuous and formative process.

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Curricular Achievements

Assessment

Formative Fields for Basic Education Language and Communication

Second Language: English in Preschool

Second Language: English in Primary and Secondary

Characteristics of assessment within the NEPBE

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Coordinacin de Ingls en el D. F. Workshop: Assessment

ANNEX 2 Sample Instruments 1. RUBRICS Cycle 2 Grade: 3 Group: Unit: 2B Social practice of the language: Offer and receive information about oneself and
acquaintances.
rd

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Specific activity with the language: Understand information about ones own and others
daily routines.

Environment: Familiar and Community

Students name Identify words that describe daily routines Understand and express schedules about daily routines Follow and give instructions to carry out daily routines

Product: List of activities

Identify differences and similarities in the writing of daily routines Dictate words about daily routines Average Teachers comments

Student is able to:

Ana Pablo Nora Hugo .

Assessment criteria
Needs guidance (N) 6-7 Attempts to use the language (A) 8 Satisfactory use of the language (S) 9 Independent user (I) 10

NOTES _____________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Coordinacin de Ingls en el D. F. Workshop: Assessment

SELF-ASSESSMENT CHECKLIST WHAT DID I LEARN IN THIS SOCIAL PRACTICE? Number the following activities according to how well you learned them. (1=VERY WELL 5=NOT VERY WELL) 13

Read aloud prices. Dictate names of products. Write classified ads. Enlist characteristics of products. Use a dictionary to find the meaning of words.

PEER-ASSESSMENT CHECKLIST
POSTER PRESENTATION FEEDBACK

1. I understand it. 2. I like the graphics. 3. It is creative. 4. It is useful 5. It is complete.

NOTES _____________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Coordinacin de Ingls en el D. F. Workshop: Assessment

2. ANECDOTAL NOTES Group Name

Felipe Franco

Date Notes
Works in a team, participates and forms sentences correctly. Has some problems with vocabulary for daily activities.

Action plan 14

Lorena Sota

She is interested in the language.Can say her own routine, and recognizes different activities. Has difficulty understanding questions.

NOTES _____________________________________________________________ ___________________________________________________________________

3. NOTES FROM OBSERVATION Social Practice: Give and receive information about oneself and others. Specific Competence: Understand information about ones self and others daily routines. Name: Alicia
Understands and answers greetings with gestures.

Teacher observation Name: Hector Name:

Gives answers to greetings and personal questions.

Name:

Name:

Name:

Name:

Name:

NOTES _____________________________________________________________ ___________________________________________________________________

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Coordinacin de Ingls en el D. F. Workshop: Assessment

4. PERFORMANCE TASKS Instructions: Give directions to go from the playground to the Heads Office.

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NOTES _____________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Coordinacin de Ingls en el D. F. Workshop: Assessment

5. PROJECTS
Social practice of the language: Offer and receive information about oneself and acquaintances. Specific competency: Understand information about ones own and others daily routines. Product: List of activities 1. State daily routines to be described: have breakfast, shower, commute to school, etc. 2. Plan the writing of statements to make the list, considering the number of statements and the order in a chronological sequence. 3. Enlist in written form the statements that correspond to the activities, according to the planned sequence. 4. Include illustrations that represent the activities stated in the sentences. 5. Check that the writing of statements is complete and complies with spelling conventions, in pairs first and then with help from the teacher. 6. Compare the lists and decide the format in which they shall be presented (sign, card, etc.). 7. Show the lists to an audience chosen by the group and the teacher.

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NOTES _______________________________________________________________ 6. CONCEPT MAPS Instructions: Complete the concept map adding an animal to each category and its characteristics.
Animals in my community

Reptiles

Fish

Birds

Mammals

lizard

coldblooded

NOTES _______________________________________________________________

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Coordinacin de Ingls en el D. F. Workshop: Assessment

7. WRITTEN TEST
I. Solve the riddles. 1. I am green and thin. I grow on a tree. What am I? _____________________ 2. I am a liquid. I have no color. You can drink me. What am I? ______________________

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II. Look at the drawings and complete the sentences.

1.

Dont ______________

2. trash can.

_________ the trash into the

ORAL TEST
No response/ answer in Spanish

PART A Greetings and farewells

PROMPTS Hello! Whats your name? How are you?

Complete answer

Short answer

COMMENTS

NOTES _____________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Coordinacin de Ingls en el D. F. Workshop: Assessment

BIBLIOGRAPHY

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lvarez Mndez, Juan Manuel (2001) Evaluar para conocer, examinar para excluir . Madrid, Morata. Badders, W. Methods of assessment. Consultado en www.eduplace.com/science/profdev/articles/badders.htm. Jorba, J. and Sanmarti, N. (2008) La funcin pedaggica de la evaluacin. In Evaluacin como ayuda al aprendizaje. Barcelona: Grao. McMillan, J. H. Fundamental assessment principles for teachers and school administrators . Virginia Commonwealth University. Sacristn, G. (2008) Educar por competencias, qu hay de nuevo? Madrid, Morata. SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Fundamentos Curriculares. Preescolar. Primaria. Secundaria. Mxico, 2011. SEP. Plan de Estudios 2011. Mxico, 2011. SEP. Acuerdo Nmero 5902. Por el que se establece la articulacin de la Educacin Bsica. Mxico, 2011.

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