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7/27/2019 Design for Assessment Instruments
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7/27/2019 Design for Assessment Instruments
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Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
DIRECTORY
Dr. Luis Ignacio Snchez Gmez
Administrador Federal de Servicios Educativos en el Distrito Federal
Jenny Taboada Coblentz
Coordinadora del Programa de Ingls en el Distrito Federal
7/27/2019 Design for Assessment Instruments
3/17
Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
PURPOSE
Ground the basis for assessment according to the Curriculum 2011 and the National English Program in Basic
Education (NEPBE).
Familiarize participants with the selection and design of an assessment instrument and criteria.
CONTENTS
1. Assessment based on the Curriculum 2011
1.1 Assessment for learning1.2 Emphasis on the development of competencies1.3 Curricular Standards
2. Assessment within the NEPBE
2.1 General purpose and characteristics2.2 Curricular standards for English as a Second Language
3. Design of assessment instruments
3.1 Selecting an instrument3.2 Designing assessment criteria
Glossary
Bibliography
7/27/2019 Design for Assessment Instruments
4/17
Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
1. ASSESMENT BASED ON THE CURRICULUM
1.1Assessment for learning1
The teachers are responsible for the assessment of the students learning, the students follow up, and for
creating learning opportunities and make changes to their practice so that the latter achieve the learning
stipulated in the Plan and the syllabi.
The assessment of learning is the process that makes it possible to obtain evidence, make judgments and
offer feed-back to students on their learning achievements throughout their formative stage; therefore, it isan integral part of the teaching and learning processes.
From this viewpoint, it is advisable to obtain pieces of evidence and offer feedback to students throughout
their formation, since this information on their own learning will equip them with tools to actively
participate in the improvement of their performance and will expand their learning possibilities. The
students need to have full comprehension of the ways in which they can reach full potential of theirachievements and overcome their difficulties. Thus, the teacher should describe and explain to students
the ways in which they can achieve these. In this sense, a mark or a description without proposals for
improvement will turn out to be insufficient and inappropriate to improve their performance.
To suit this purpose, it is necessary to identify the strategies and instruments that are adequate to reach
the desired level of development and learning of the students. Some instruments worth using for gathering
pieces of evidence are:
Rubrics or check-matrixes
7/27/2019 Design for Assessment Instruments
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Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
Collaborative projects for information searching; problem identification and alternativesolutions formulation
Diagrams and concept maps Records of students attitudes observed in groups activities Portfolios and work binders Written or oral evaluations tests
1.2Emphasis on the development of competencies2
Basic Education is aimed at developing competencies, the achievement of Curricular Standards and theExpected Learning Outcomes by the following means:
A competencyis the capacity of responding to different situations, and it implies to know how to(abilities), to know about (knowledge), and to be conscious of the consequences of actions (values
and attitudes).
The Curricular Standards are the descriptors of achievement, which determine what students willbe able to do at the end of a school period. They incorporate the expected learning outcomes,
which are organized per subject, grade and unit in elementary and secondary levels, and per
educational fields in Preschool. The Curricular Standards are equivalent to international
standards, and in conjunction with the achievements, they constitute the parameters for national
and international evaluations, which are intended to assess students progress along Basic
Education, considering the complexity and gradation of learning outcomes.
7/27/2019 Design for Assessment Instruments
6/17
Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
outcomes consolidate gradually the knowledge, abilities, attitudes and values which students must
reach in order to manage more complex stituations, to achieve the Curricular Standards, and to
develop the competencies.
To sum up, the competencies, the Curricular Standards, and the expected learning outcomes will provide
students with the necessary tools to apply efficiently the acquired knowledge, abilities, values andattitudes, with the intention of acting according to current demands in different contexts.
1.3Curricular Standards3
Curricular Standards are organized in four academic periods that encompass three school grades each.These periods correspond to certain key features or characteristics in the cognitive development of
students. The curricular standards are the basis for the design of assessment instruments.
CURRICULARSTANDARDS
SCHOOL PERIOD SCHOOL GRADE STUDENTS AGE
First Third grade preschool Between 5 and 6 years old
Second Third grade elementary Between 8 and 9 years old
Third Sixth grade elementary Between 11 and 12 years old
Forth Third grade secondary Between 14 and 15 years old
7/27/2019 Design for Assessment Instruments
7/17
Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
2. ASSESSMENT WITHIN THE NEPBE
2.1 General purpose and characteristics
In the National English Program for Basic Education (NEPBE), assessment is conceived as a means to
make decisions about:
the students performance in order to intervene at different moments (before, during and after) in the
teaching-learning process, and decide 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.
For this reason, it is necessary that assessment take into account:
the students performance during the development of tasks or programmed activities. the progress students make, related to their own starting point and the products derived from the
specific competencies with the English language in different social environments.
PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA., pp. 33, 39
2.2 Curricular Standards 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 achievementsrefer to knowledge, skills and attitudes expected at different stages in students development.
The achievements are organized as follows:
7/27/2019 Design for Assessment Instruments
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Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
iv. Attitudes towards language and communication. It implies to incorporate aspects related to
interculturality, language diversity, personal and social identity construction.
The standards are specified according to the purposes of each cycle:
Cycle I: Familiarization and awareness of the language. Cycle II: Acquisition of the language. Cycle III: Development of specific competencies.
Curricular Standards First period Second period Third period
Comprehension
Listening
Listening
comprehension involvesunderstanding and
responding to
expressions of basic
social interaction,
common instructions,
and basic information ofoneself and ones own
environment.
Listening
comprehension involvesthe ability to understand
the general meaning and
participate in exchanges
and short oral texts
produced in social
environments that use afamiliar repertoire of
words.
Listening
comprehension involvesthe ability to understand
and participate in
exchanges and short oral
texts used in different
social environments,
such as theidentification of the
main idea in brief
announcements and
messages.
Reading
Reading comprehension
includes participating in
the exploration of
illustrated informative
texts and childrens
literature, identifying
th l ti b t
Reading comprehension
implies to participate in
the recognition of
instructions and basic
ads, as well as the search
for vocabulary and
i f ti ifi
Reading comprehension
involves understanding
both personal and
everyday life texts, as
well as finding specific
information in simple
lit d d i
7/27/2019 Design for Assessment Instruments
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Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
Expression
Speaking
Speaking implies theability to respond with
known expressions to
oral and written models
related to immediate
communication needs in
familiar and knowncontexts and with
specific purposes.
Speaking involves theability to assume the
role of speaker and/or
recipient to participate
in common and short
oral exchanges in
familiar and knowncontexts.
Speaking involves theability to participate as a
speaker in short and
common oral exchanges
in different social
environments.
Writing
Writing involves
reacting to familiar and
known texts through the
spontaneous production
of graphics, as well as
the guided production
of words that
communicate a message.
Writing involves both
the ability to express
opinions and simple
requests in familiar con-
texts, such as the writing
of personal data to fill
out formats and forms.
Writing involves
producing short and
simple texts related to
everyday and routine
information, immediate
needs and simple
descriptions, based on a
repertoire of known
words.
Curricular Standards First period Second period Third period
MultimodalityNon verbal
language
Involves relating images
to oral and written texts,
and reproducing sound
and rhythmic patterns
from rhymes, songs, and
children poems.
Recognize the
differences in font,
colors and images when
creating multimodal
texts.
Understand the
distribution of graphic
and textual components
in texts of familiar and
community
environments.
Attitudes
It implies to show
curiosity and interest in
learning about English
It implies to appreciate
emotions, cultural
traditions, and
It implies to become
aware of problems that
affect ones own
7/27/2019 Design for Assessment Instruments
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Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
3. DESIGN OF ASSESSMENT INSTRUMENTS
Activity 1.In teams, explain in your own words the following aspects for designing an assessment instrument.
Activity 2.
Discuss these questions in teams:
Consider thepurpose ofassessment
Aim at thedevelopment
ofcompetencies
Considerschool
periods andCurricularStandards
Characteristicsof assessment
within theNEPBE
Consider theSocial
Practice, andthe
ExpectedLearningOutcomes
Select anassessmentinstrument
Specifyassessment
criteria
12
3
45
6
7
7/27/2019 Design for Assessment Instruments
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Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
3.1 Selecting an instrument
In order to select an assessment instrument, it is important to consider the characteristics and purposes of
each official instrument as well as the type of assessment that is being carried out: diagnostic,formativeor
summative.
Activity 3.
Complete the following chart in teams.
INSTRUMENT CHARACTERISTICS TASKS TO GATHER
INFORMATION FOR
ASSESSMENT
RUBRICS Assessment tool that specifies the levels ofperformance expected from students in a
value scale.
It helps to clarify the criteria or indicators.CHECKLIST Checklists contain a list of behaviors or
specific characteristics, which are to be
determined if they are present or absent.
Behaviors are usually expressed in simplesentences.
JOURNAL Notes taken by the teacher about studentsperformance. They include a description ofstudents achieved competencies.
This record is a free and contextualizedregister. It offers unbiased and
contextualized information about students
7/27/2019 Design for Assessment Instruments
12/17
Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
3.2 Designing assessment criteria
As established by the Acuerdo 6484, which is the guideline and legal document for evaluation and
assessment, the components to be taken into account in this process should be:
Assessment of students performance in relation to the achievement of the expectedlearning outcomes and the competencies involved, considering as well its suitability to the
curriculum.
The diverse characteristics cultural, linguistic, of learning styles and rhythms- present instudents.
Thus, considering the elements mentioned, once the assessment instrument has been selected, the main
guidelines for designing it correspond to the expected learning outcomes since they are the indicators of
students performance during the development of tasks. In addition, the social practice, the contents and
the product, should be also considered for determining the activities to collect evidence of students
performance.
Activity 4.In teams, analyze and modify the assessment instrument included in the Annex 2, considering the
following aspects:
Does it comply with the guidelines mentioned in the previous sections? Does the format correspond to a specific instrument? Is the information that should be registered clear? Which tasks would you use to collect information and evidence to register it in this instrument?
7/27/2019 Design for Assessment Instruments
13/17
Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
GLOSSARY
Curricular
Standards
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.
AchievementsExpected learning outcomes. They should be related to the purpose of each unit and
they can be used as assessment criteria.
Competency
It is the capacity of responding to different situations, and it implies to know how to
(abilities), to know about (knowledge), and to be conscious of the consequences of
actions (values and attitudes).
Assessment
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.Characteristics
of assessment
within the
NEPBE
It is defined as a global, continuous and formative process.
7/27/2019 Design for Assessment Instruments
14/17
Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
BIBLIOGRAPHY
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 592. Por el que se establece la articulacin de la Educacin Bsica.Mxico, 2011.
SEP. Acuerdo 648. Por el que se establecen normas generales para la evaluacin, acreditacin, promocin
y certificacin en la Educacin Bsica. Mxico, 2012.
7/27/2019 Design for Assessment Instruments
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Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
ANNEX 1
Unit 3B - 4th Grade
Social practice of the language: Formulate and answer questions in order to find information about a specific topic
Environment: Academic and educational
Specific Competency: Formulate and answer questions to obtain information about a specific topic
Achievements Contents Product
Understands the purpose of questions.
Identifies the content of questions.
Formulates questions to obtain
information.
Identifies auxiliaries in questions.
Understands the use of question
marks.
Writes questions to obtain
information.
Doing with the language
Explore a set of illustrated questions about a topic of
interest for students.
Identify the purpose of questions.
Predict the content of questions.
Identify the structure of interrogative sentences.
Clarify the meaning of unknown words.
Listen to the reading aloud of questions.
Identify words used to formulate questions.
Read questions aloud.
Complete questions.
Practice pronunciation of words in interrogative
sentences.
Identify words that work as auxiliaries in
interrogative sentences.
Read questions.
Check intonation when formulating questions.
Write questions to obtain information. Select and order words to formulate questions.
Complete interrogative sentences using auxiliaries
or question words.
Identify punctuation in interrogative sentences.
Questionnaire to study
Select a topic of study and determine the
aspects that will form the questions.
Formulate questions orally and check
that they are relevant to obtain the
information needed.
Write questions based on a model.
Check that the questions are
understandable, complete and that they
comply spelling conventions.
Write the final version of the questions
on a sheet of paper to make a questionnaire.
Exchange the questionnaires with other
teams and practice reading the questions
aloud.
Request permission to ask students
in higher grades to answer the
questionnaire.
7/27/2019 Design for Assessment Instruments
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Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
Knowing about the language
Contextual clues.
Graphic components.
Acoustic characteristics.
Types of sentences: interrogatives withauxiliaries and with the copulative verb (to be).
Question words.
Verb forms: auxiliaries.
List of suitable words.
Word division in the acoustic chain.
Punctuation: question mark.
Upper-case letters.
Being through the language
Show interest towards new knowledge.
Cooperate to check the finished work.
7/27/2019 Design for Assessment Instruments
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www.sepdf.gob.mx
Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
ANNEX 2
Schools name: Grade & Group: 4 Unit: 3B
Teachers name:
Social Practice:
Formulate and answer questions in order to find
information about a specific topic
Product:
Questionnaire to study
Specific Competency:
Formulate and answer questions to obtain
information about a specific topic
Learning Environment:
Academic and educational
STUDENTS
NAMES
Listening Reading Vocabulary Writing Speaking Spelling Grammar
Uses intonation when
formulating
questions.
Formulate questions
in affirmative and
negative form.
Selects and order
words to formulate
questions.
Writes questions to
obtain information.
Ask and answer
questions about
specialized topics
correctly
Uses upper and
lower case
letters when
necessary
Uses auxiliaries,
subjects and verbs in
questions.
CRITERIA