Activity Guide and Evaluation Rubric - Scenario 1 – Assessment

Context

Name: Juan Pablo Tinjaca Huertas

Tutor: Edner Suarez Alomía

Group: 518023_20

Universidad Nacional Abierta y a Distancia

Testing and Evaluation in ELT

August 2021
 Activities to develop

Part 1: Characterization

Contact the institution you selected to develop your immersion practice

with the presentation letter sent by your zone coordinator. Make a
characterization of the institution.

CHARACTERIZATION OF THE INSTITUTION

Name of the teacher in training: Juan Pablo Tinjaca Huertas

Semester: 7th semester
Date: Subject:
September 2, 2021 The Media

IDENTIFICATION DATA OF THE EDUCATIONAL CONTEXT

Name of the educational Colegio Nuevo Paraíso

institution:
The school mission and vision: Mission: Colegio Nuevo Paraiso in
an environment of respect,
autonomy, leadership and love,
proposes through its pedagogical
methodology, to educate people
capable of performing adequately
in their environment and
contribute to the development of
society.
Vision: In 2021, Colegio Nuevo
Paraíso will be a model
educational institution that fosters
the development of knowledge,
creativity and research in a
humanistic environment
committed to the community.
PEI academic aspects: Within the PEI it is specified how
the academic part of the
institution has been managed
since 2015 through activities,
plans and projects proposed by
the board and teachers to obtain
better results, and it is stated in
the PEI as follows: The activities,
plans and projects carried out in
the 2014-2015 academic year
showed excellent satisfaction and
a high impact on the educational
service. In the last self-evaluation
carried out in June 2015,
Academic Management obtained a
percentage of 97.4%. The highest
percentage is in rating 4, which
means that management
activities, plans and projects are
in a stage of continuous
improvement.
In June of 2021, Academic
Management presented a
percentage of 93.6% in the
institutional self-evaluation. It
presents a downward trend of
3.8% with respect to the previous
year. The trend has fluctuated
between 98% and 93.6%. The
students give a high percentage
to the Evaluation System that is
known by the community, to the
attention that is the attention that
is offered by the Academic
Coordination and the evangelizing
competence that is evangelizing
competence that is developed in
the different subjects will continue
to reinforce the topics of: will
continue to reinforce the topics of:
Attention in the Academic
Secretariat, more recreational
classes and more space for
pedagogical practices. The
teachers rate very well the
following items: curriculum,
student follow-up, report cards,
Evaluation system. Aspects such
as: Improvement of the Academic
Software, attention from the
Academic Software, attention
from the Academic Secretary,
more recreational classes. Parents
give a good parents give a good
percentage to: the
implementation of projects,
curriculum, education oriented to
the parents give a good
 percentage to: the
implementation of the projects,
study plan, education oriented to
the self, attention in academic
coordination. Aspects such as
aspects should be strengthened,
such as: attention in the academic
secretary's office, more significant
progress in the English language.
significant progress in the English
language. All of the above tells us
that Academic Management is in a
permanent process of
improvement.
Type (Public or private) Colegio Nuevo Paraíso is a private
educational entity, non-profit of
mixed nature, accredited by the
Secretary of Education of the city
of Bogota D. C.
Days and schedules Class schedule:
School days: Monday to Friday
Preschool: 7:00 a.m. - 2:30 p.m.
dismissal.
Elementary: 6:40 a.m.- 2:30 p.m.
Nit 41727197-2
Approved and accredited by the
Secretary of Education of Bogota.

Part 2. Questions & Answers

Answer the questions and send them to the collaborative work forum.
Do not send files, post them.

 What is Standardized assessment in education?

A: Standardized tests are evaluation instruments that allow measuring

the strengths and weaknesses of students, thus helping groups of
students with educational improvement needs and factors that positively
or negatively impact the performance of students and consequently the
educational process of students. Through standardized evaluations it is
possible to obtain an overview of the level and quality of the educational
systems or of the participating populations, in such a way that the areas
for improvement and the challenges presented to the school
communities to promote the academic development of the students are
identified. Therefore, standardized evaluations are designed in such a
way that the skills and knowledge of the students can be measured in
order to obtain results that allow us to identify strengths and
weaknesses for the development of strategies and methods that help to
improve the learning process of the students.

 What is the purpose of a standardized test?

A: Standardized tests have a fixed purpose, which is to measure the

strengths and weaknesses of students as a means of analysis to have a
better perspective of what is being achieved and what is failing in the
educational process of students to create strategies to help improve the
process and thus achieve the objectives set by the teacher and by the
institutions.

 What are the types of standardized test?

A: There are 3 types of standardized tests:

- Achievement test: This test is designed to assess what students have

been learning in a specific content area, this test is specifically designed
by states so that there is greater accessibility to mastery of state
standards with respect to academic content , an example of this would
be the tests that are conducted in the United States, which vary
depending on the state where the standardized test is conducted such
as: The California Achievement Tests, The Iowa Achievement Tests or
the Stanford Achievement Tests.

- Diagnostic test: These tests are designed to diagnose the strengths

and weaknesses of students in certain areas such as when a student has
reading problems but the teacher had not noticed them, and therefore
these tests diagnose these problems so that teachers can develop
strategies for improving performance in this area. The results of these
tests are used along with other data observed in the classroom to
develop a profile of the student's skills and abilities.

- Aptitude test: Aptitude tests, like achievement tests, aim to measure

the knowledge that students have acquired, with the difference being
that they do not focus on specific subjects learned in schools; aptitude
tests focus on verbal, quantitative, and problem-solving skills learned in
schools and or general culture (Linn and Miller, 2005). Aptitude tests are
often shorter than achievement tests but are very useful in predicting
overall school performance.

 What are the norms for standardized tests?

A: The norms or requirements necessary for the development of the

standardized tests were provided by ‘’No Child Left Behind Act of 2001’’
or (NCLB) which established that the test results will be used to hold
school districts accountable for raising student academic achievement
and identifying schools in need of improvement. NCLB requires each
state to set standards for reading, math and science. The NCLB
requirements pose a major challenge to state education systems: All
students must have an equal opportunity to demonstrate what they
know and can do on periodic high-stakes assessments. The standards or
requirements established by NCLB focus more on the objectives that
standardized tests must meet, which are divided as follows:

- Reliable: The test must produce consistent results.

- Valid: The test must be shown to measure what it is intended to

measure.

- Unbiased: The test must not disadvantage students on the basis of

gender, ethnicity, language, or disability.

 Establish the difference between formative assessment and

summative assessment within the educational context.

A: Evaluation is very important in education, as it allows us to analyze,

assess and reflect on the results achieved throughout the teaching-
learning process. Nowadays, there are multiple ways to evaluate. I will
explain the difference between formative and summative assessment:

- Formative assessment: This process is used to obtain information

about the level of understanding that each student has achieved
throughout the teaching-learning process. This information is used to
analyze, enrich, plan and improve educational actions, so that the
intervention is adjusted to the needs of the students, so that everyone
can reach the highest level of performance in the different areas of
knowledge. Some examples of formative assessment are:

- Evaluation rubrics.

- Observation scales.

- The tests or tests that measure the initial level.

- Checklists.

- Key questions
Summative evaluation: It’s the one used in traditional teaching. It
consists of assessing the level of student achievement in relation to the
learning acquired and transforming this assessment into grades or
marks, which are attributed based on a comparison with the average of
the group. It is a final evaluation, without taking into account the whole
process, to verify the results obtained at the end of a block, a stage, a
lesson, a didactic unit, etc. Some examples of summative assessment
are:

- The combination of developmental and multiple-choice questions in a

test.

- Oral tests, such as expositions or presentations.

- Mid-term exams.

- Final exams.

Reflection

Based on your teacher-in-training experience reflect with your group in

the forum on the following questions:

 What are the pedagogical strategies you are considering to use in this
face-to face immersion practice? Include deep description of each
strategy.

A: Through these two strategies it is intended that students have clear

objectives, assume the necessary autonomy and learn at their own
pace.

Taking into account that the goal is to teach a foreign language to

students who until now have had contact with the English language,
strategies must be developed to adapt the students to a new language
in the best way and at the same time motivate them to continue
learning more about the language. The first strategy focuses on the use
of technological tools for teaching new topics, which generates
motivation and also provides access to different tools such as videos,
educational pages and virtual readings that help students learn more
about the language while having fun and becoming more interested in
learning. The second strategy focuses on establishing a routine or a
specific time for English at home can help make it a habit. To do this, I
plan to start with a series of English phrases or songs that signal that it
is time to spend some time in English. With varied, fun and short
sessions, so that students do not lose interest, and the attention and
interest of the students is maintained, in addition to turning language
learning into a concurrent activity while teaching more difficult topics,
but thanks to the habit of learning, students will be able to adapt in a
better way.

 Explain some strategies you will use to help the students to improve
their English level.

A: As I mentioned before, the purpose of the strategies that I plan to

apply are aimed at learning the language through audiovisual media
with the different tools that this method offers such as the use of videos,
songs, readings, didactic games or slides that are striking and with
concise and clear information, in addition to the second strategy, which
tries to convert the learning of the English language into a habit so that
the students adapt in a better way and the learning of the English
language becomes something more enjoyable such as reading children's
stories before bedtime with stories where vocabulary is handled with
which students can learn while having fun and adapting that knowledge
for future topics.

 What steps are necessary to develop an evaluation?

A: In order to develop an evaluation process, different aspects must be

taken into account by the teacher; it is a process that must be
developed very carefully so that at the end of the evaluation process the
objectives set before starting this process are met, either to obtain
information about the strengths and/or weaknesses of the students or,
based on the results, to create strategies and apply methods so that
better results can be obtained during the educational process of the
students. Regardless of the purpose of the process, the following steps
should be taken into account for the development of the evaluation
process:

1. Take into account the subjects that have been taught or in the case
of developing an initial evaluation, have at least an idea about how the
educational process of the students has been going in relation to the
subject for the development of the questions.

2. Include clear questions and, if necessary, an introductory paragraph

or statement that is clear, concise, and that is mainly related to the
questions.

3. The last step deals with the analysis of the results for the
development of methods and strategies in order to solve the bad results
and that the weaknesses become strengths in relation to what is sought
to teach related to the subject.

 What are the best times to apply an evaluation?

A: From my perspective, the best time to perform an evaluation is at the

beginning of the educational process and at the end of the educational
process, since with the initial evaluation you can have a better
perspective of what knowledge the students have to know what topics to
start with, develop methods and strategies, in addition to having a
clearer vision of what objectives to set to be met at the end of the
educational process, and perform an evaluation at the end of the
educational process so that when analyzing the results you can know if
they were able to meet the objectives set at the beginning of the
process.
 What types of evaluation do you know? What are the most
recommendable for you?

A: Thanks to the teachings that I have acquired about everything that

involves the evaluation process within the education of students,
characteristics or how to develop an evaluative process, I have also had
the opportunity to learn about some types of evaluation through the
resources provided by the university and the teachings of teachers, the
types of evaluation of which I have knowledge are:

- Diagnostic assessment or pre-assessment: Before creating instruction,

you need to know what type of students you are creating instruction for.
Your goal is to know the strengths and weaknesses of your students and
the skills and knowledge they possess prior to receiving instruction.
Based on the information you collect; you can create your instruction.

- Formative assessment: Formative assessment is used in the first

attempt to develop instruction. The goal is to monitor student learning
to provide feedback. It helps to identify early gaps in your instruction.
Based on this feedback, you will know where to focus to get more
expansion from your instruction.

Summative assessment: Summative assessment aims to assess the

extent to which the most important outcomes have been reached at the
end of instruction. But it measures more: the effectiveness of learning,
reactions to instruction, and benefits on a long-term basis. Long-term
benefits can be determined by the next students who attend your course
or test. You can see if and how they use the learned knowledge, skills
and attitudes.

The evaluation that I would recommend the most would be the

diagnostic evaluation, since through this evaluation, it is possible to
obtain a better perspective of the strengths and weaknesses of the
students, in addition to knowing about the knowledge that the students
have in relation to the subject, which serves as a starting point to know
what and how to do during the educational process, either with the
development of methods or strategies and how to teach the topics so
that the process results in meaningful learning.

 What can determine how reliable the evaluation results are?

A: Learning assessment is a systematic process of making a judgment

based on the information gathered about the learning developed and
achieved throughout the teaching-learning process. The confidence
placed in the information gathered depends on the quality of the
instruments that teachers construct, administer and use. Validity lies in
the appropriateness and credibility of the interpretations of the scores or
information collected by an instrument about a student's learning. The
evidence gathered from different sources supports the certainty of
interpretations and inferences about both the learning process and the
student's achievement. It also helps to give meaning to the decisions
made in the teaching-learning process.
References:

 UCLES (2018). Cambridge Assessment English.

https://www.cambridgeenglish.org/Images/181158-cambridge-
english-placement-test-for-young-learners-teachers-guide.pdf

 Standardized Tests Effectively Measure Student Achievement.

(n.d).
https://www.humbleisd.net/cms/lib/TX01001414/Centricity/Domai
n/5174/Testing%20-%20For.pdf

 Cambridge Free Practice Tests for learners of English. [PDF]. B1

Preliminary (PET). https://www.examenglish.com/PET/index.html

 Cambridge Free Practice Tests for learners of English. [PDF]. B2

First (FCE). https://www.examenglish.com/FCE/index.html

 VIMEP. (2020). Instructivo para la usabilidad de Normas

internacionales de citación APA 7ª Edición [PDF]. Universidad
Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.p
df

 Suarez, E. (2020). Testing and Evaluation Concepts [Video file].

https://repository.unad.edu.co/handle/10596/34045