Assesment Plan

a) What would you assess?
Linguistic skills
Speaking: the student's ability to describe someone's clothes and daily activities by answering questions, also if they can tell how they feel.
Writing: the learner's skill to write and answer -wh and yes/no questions.
Listening: the Ss' potential to understand and interpret different recordings.
Reading: the learners' understanding from small texts.

Non-linguistic
Values: respect, tolerance, empathy, and responsibility.
Attitudes: punctuality, effort, compromise, and participation.

b) What would be assessed informally?
Students' attitude during the class; the way they behave with others. Their ability to speak, read and listen. The way they compromise with the subject and its assignments. And also, class participation and willingness to work according to the instructions.

c) What would be assessed formally (through tests)? Their grammar accuracy about questions’ structure, vocabulary, and reading comprehension.

d) What would be the weight?
Reading 25%
Writing 25%
Speaking 20%
Listening 5%
Assignments 15%
Attitudes 10%

A short reflection... What's Assessment?

Competence of the unit:
Defining evaluation, assessment, testing and teaching after having read some authors and having discussed these concepts respectfully within the group to understand the role of assessment in language learning and teaching.
This class has helped us understand the real meaning and uses of assessment, how we often confuse it with evaluation, and evaluation with grading. Also we learnt different assessment techniques we can use inside the classroom, and how we can aim the classes to reach certain linguistic and non-linguistic skills. We also were thaught why planning a class important and how we could make a learning objectives plan.

Learning Objectives Plan

Assessment Audit

What's a portfolio?

A portfolio is a useful resource that students can learn to create. Through accumulating documents, homework and class activities, the students will learn to self manage, to archive, to sort out important information and arrange correctly material for studying. When a teacher uses this evaluation method, is allowing his/her students to have a useful source of information at hand for future references. The wide varieties of portfolios also give great room for creativity and versatility. For each class, there is a different kind of portfolio.

Assesment

Achievement > failure. In the learning process: assessment, testing and evaluating in the classroom are coexistent to improve the knowledge of the students as a way to determine what they already know and what does the student needs to know. Assessment is designed to demonstrate in a reliable and practical way the performance, progress and discover possible woes our students may have, providing a constructive feedback. Assessment involves monitoring, which is the detached observation about the learning process. Evaluation then, sums up all the factors that are involved in the learning process. Grading is often misunderstood as a synonym of assessment. Through tests, the teacher is able to measure in an accountable manner the results of a student's learning. A teacher needs to keep a constant record of improvement, make the student do self-evaluation and make the student evaluate the teacher. In these terms, a course becomes a more involving experience in which everyone participates, plays with the information in different ways so it becomes more clear. The times of giving a class and applying exams must be behind us. Once the student knows his or her weak points after a test, the grade is given and the opportunity for improvement is lost. Whichever assessment technique we choose in our classroom, is only one aspect of the whole classroom context, therefore it needs to be practical and functional.