Portfolio evaluation ingrid by Ingrid Lorena Velàsquez

2014

PORTFOLIO EVALUATION TECHNIC Tools for Evaluation using different types of testing

INGRID LORENA VELASQUEZ ABULARACH UMG 24/11/2014

Evaluation Technic

INDEX INTRODUCTION .......................................................................................................................................................... 4 PRINCIPLES OF EVALUATION...................................................................................................................................... 5 Evaluation............................................................................................................................................................... 5 Evaluation Techniques Glossary................................................................................................................................. 6 SUBJECTIVITY AND OBJECTIVITY ................................................................................................................................ 8 TESTING CONSIDERATIONS AND ADMINISTRATION................................................................................................10 Alternative Assessment ................................................................................................................................12 Incorporating alternative assessment into classroom activities .....................................................16 STUDENTS' EXAMPLES: .............................................................................................................................16 Draw what you know. ...............................................................................................................................17 Sing what you know. .................................................................................................................................17 BENEFITS OF APPROPRIATE ASSESSMENT .......................................................................................17 KINDS OF TESTS ........................................................................................................................................................19 PROFICIENCY TESTS ..............................................................................................................................................19 ACHIEVEMENT TESTS ...........................................................................................................................................20 DIAGNOSTIC TESTS ...............................................................................................................................................20 Direct testing ........................................................................................................................................................21 Indirect testing .....................................................................................................................................................21 Discrete point testing ...........................................................................................................................................21 Norm-referenced testing .....................................................................................................................................22 MORE TESTING CONSIDERATIONS .......................................................................................................................22 TYPES OF ITEMS .......................................................................................................................................................25 RUBRICS AND CHECKLISTS .......................................................................................................................................28 MODELS OF RUBRIC AND CHECKLISTS .................................................................................................................28 Why Memorize路It? .......................................................................................................................................28 How to create your own Flashcards? ...................................................................................................29 Card Types....................................................................................................................................................29 Quizzing and Testing ............................................................................................................................................30

Evaluation Technic

Printing Flashcards ...................................................................................................................................31 Subjects .........................................................................................................................................................32 Web Quizzer .................................................................................................................................................32 ONLINE TESTS IN EDMODO AND TESTMOZ .............................................................................................................35 Disclaimer .....................................................................................................................................................37 JIGSAW .............................................................................................................................................................38 TESTING WRITING ....................................................................................................................................................40 TESTING READING ....................................................................................................................................................53 Tips to assess reading ..........................................................................................................................................54 TESTING GRAMMAR.................................................................................................................................................63 TESTING LISTENING ..................................................................................................................................................66 TESTING VOCABULARY .............................................................................................................................................72 MODEL TESTS FOR ALL SKILLS ..................................................................................................................................91 ADVERTISEMENT TEST ............................................................................................................................94 TV Effects on Children..................................................................................................................................94 Bringing up Children ....................................................................................................................................95 PROFREADING MARKS FOR ESSAYS .........................................................................................................................99 DIAGNOSTIC TESTS FOR ALL SKILLS........................................................................................................................103 ORGANIZERS (C-MAPS) ..........................................................................................................................................104 BENCHMARKING ....................................................................................................................................................108 CONCLUSION ..........................................................................................................................................................116 APPENDIX ..............................................................................................................................................................117 E-GRAPHY ...............................................................................................................................................................118

Evaluation Technic

INTRODUCTION

In general, testing is finding out how well something works. In terms of human beings, testing tells what level of knowledge or skill has been acquired. In computer hardware and software development, testing is used at key checkpoints in the overall process to determine whether objectives are being met. Here you will find some suggestion where you can use in your quizzes or evaluations using the four skills, and some designs are complete, coding follows and the finished code is then tested at the unit or module level by each programmer; at the component level by the group of programmers involved; and at the system level when all components are combined together. When writing any type of evaluation, destruction can be just as valuable as creation. At this time work the tests are easier to evaluate and for the learner because the technology helps to the teachers where you can use or how to catch bugs and break software as you discover different testing methods that will help you build better software.

When evaluate the teacher has to observe which is the best way to evaluate to his students, because they study and learn according with the four skills that they develop.

Evaluation Technic

PRINCIPLES OF EVALUATION

Evaluation It is an intrinsic part of teaching and learning. But evaluation is not restricted to the context of education; it is part of our everyday lives. Evaluation in Education comic strip. When we talk about the weather, sport, or fashion, we are not engaged in evaluation for purposes of making decisions that may have some major effect of an individual`s life. However, in the educational context the results of a test may determine whether a learner moves into a higher class, or stays down and repeats the year, or whether a teacher will or won`t be promoted. It becomes crucial that careful thought is given to make explicit what we`re evaluating, and the criteria to judge something. You may be thinking that learning to bake cookies and learning something like chemistry aren't the same at all, and, in a way, you are right. But, the information you get from assessing what you have learned is the same. Brian used what he learned from each batch of cookies to improve the next batch. You learn from every homework assignment you complete and every quiz you take what you still need to study in order to know the material. Another really good way to understand the importance of assessment is to think about learning skills. When playing basketball, for example, you get immediate feedback about how well you are doing, and this tells you how to adjust to get the ball in the hoop next time. When you are learning a skill, feedback (assessment) is automatic. When you are learning chemistry or English, the feedback process needs to be made visible through assessment. Assessment doesn't have to be a written exam. You can determine if you have successfully learned something in a number of different ways (alternative assessment), depending on what you are trying to learn. Recognizing that there are many different ways to assess learning and becoming skillful at self-assessment are important lifelong learning skills.

Evaluation Technic

Evaluation Techniques Glossary

Evaluation Technic

Evaluation is a measure form where the teacher thinks in the student in How, What, and which kind of tools will use for the evaluations.

SUBJECTIVITY AND OBJECTIVITY

Evaluation Technic In general assessment can be objective or subjective. Objective assessment is a form of questioning which has a single or multiple specific correct answers. Subjective assessment is a form of questioning which may have more than one current answer (or more than one way of expressing the correct answer). There are various types of objective and subjective questions. Objective question types include true/false multiple choice and multiple-response etc. Subjective questions include extended-response questions and essays. Objective assessment is becoming more popular as they are easier to administer, a large area of subjects/topics can be covered and can be assessed in small time. In addition the chances of errors on account of handwritingâ&#x20AC;Ś etc, are also eliminated.

In objective assessment multiple choice questions are most popular although true/false, multiple response, fill-in-blanks and matching are also used in some exams. In past few years responses of objective assessment are recorded on machine readable forms and as such results are drawn more quickly and accurately. Recently dramatic increase in usage of Computers and internet has supported increased use of online assessment using objective questions. Online testing broadly is an assessment by using information technology. This generally is also called as e- assessment. The assessment can be based on a criteria or can be general e.g. without any specific criteria such as IQ tests. Most of exams which have specific syllabus assess students based on a certain criteria where questions are drawn from specific areas (physics, chemistry, mathematics etc), the questions are of certain type (multiple choice, multiple response etc) the questions are of a certain level of difficulty, the questions are to be

Evaluation Technic answered in some given time and there is a criteria to allocate marks/grade for correct/incorrect responses and questions not attempted. Task: 1. Read , highlight, and discuss the terms. 2. Complete a Venn Diagram about these two terms.

The teacher has to think in how will he evaluate? Objective Assessment i s related with the specific answers. Subjective Assessment is related with various types of evaluation.

TESTING CONSIDERATIONS AND ADMINISTRATION Evaluation Techniques â&#x20AC;˘ Assessment focuses on learning, teaching and outcomes. It provides information for improving learning and teaching. Assessment is an interactive process between students and faculty that informs faculty how well their students are learning what they are teaching. The information is used by faculty to make changes in the learning environment, and it is shared with students to assist them in improving their learning and study habits. This information is learner-centered, course based, frequently anonymous, and not graded. Evaluation

Evaluation Technic • Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. These could include discussion, cooperation, attendance, and verbal ability. • The table below summarizes key differences between assessment and evaluation Formative assessment The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: • help students identify their strengths and weaknesses and target areas that need work • help faculty recognize where students are struggling and address problems immediately Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to: • draw a concept map in class to represent their understanding of a topic • submit one or two sentences identifying the main point of a lecture • turn in a research proposal for early feedback Summative assessment The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard. Examples of summative assessments include: • • • •

A A A A

Midterm Exam Final Project Paper Senior recital Testing consideration and administration is focused on learning, teaching and outcomes and besides on the grades that may reflect many components in the class according with the level of the students.

Evaluation Technic

Alternative Assessment

Alternative assessment is any type of assessment in which students create a response to a question or task. (In traditional assessments, students choose a response from a given list, such as multiple-choice, true/false, or matching.) Alternative assessments can include short-answer questions, essays, performance assessment, oral presentations, demonstrations, exhibitions, and portfolios. Alternative assessment uses activities that reveal what students can do with language, emphasizing their strengths instead of their weaknesses. Alternative assessment instruments are not only designed and structured differently from traditional tests, but are also graded or scored differently. Because alternative assessment is performance based, it helps instructors emphasize that the point of language learning is communication for meaningful purposes. This is where the fun begins. It is here that the science and the art of our craft intersect, as there are a multitude of ways to answer this question. You might consider tasks that people do. For example: 1. Reading and writing tasks 2. Verbal tasks 3. Artistic tasks 4. Non-verbal tasks

You might look at vocational tasks. For example: 1. Historian 2. Museum curator 3. Writer/journalist 4. Criminologist 5. Movie Producer or Writer 6. Architect 7. Graphic designer 8. Set designer 9. Fashion designer Popular forms of alternative assessment include: Essays If a student has difficulty with standardized verbal assessments, writing an essay may be a better way for her to exhibit her comprehension and skills. An

Evaluation Technic essay can also show how a student thinks about a certain subject in more detail than multiple-choice or short-answer questions. Portfolios Most often used as replacements for end-of-course testing, portfolios exhibit the progression of a student’s learning over time. A teacher may create a portfolio compiling student essays, lab reports, or other assignments to demonstrate learning that a standardized test may not. Portfolios are typically attached to specific learning objectives and include a reflective piece by the student. Web 2.0 capabilities have allowed students to create and post portfolios online to share with other students and their teachers. Presentations/demonstrations These activities allow a teacher to observe his students performing the skills he is teaching. A science fair is a type of alternative assessment, as are choral performances. A math teacher may ask his students to design a bridge based on hypothetical dimensions he has provided. Authentic assessments This method attempts to create a real-world environment for students to exhibit their skills and knowledge. A biology teacher may have her students identify the different pollutants in a local stream to report to the local environmental protection agency as an authentic assessment. The list is really endless. I then ask myself and my students: "How would we like to demonstrate our competence and knowledge, in the context of the chosen task or vocation?" For further information on alternative assessments, refer to the following sources: Alternative Assessment and Second –Language Study (Hancock, 1994) This digest discusses some of the practical implications of using alternative methods of assessing students in foreign or second language classrooms. First, assessment and testing are contrasted, and assessment is defined as an ongoing strategy through which student learning is not only monitored, but by which students are involved in making decisions about the degree to which their performance matches their ability. Contains 16 references. (VWL)  Alternatives to Standardized Educational Assessment (Bowers, 1989)  Alternatives to Standardized Tests Alternatives to Standardized Tests (Wildemuth, 1985)

Evaluation Technic  Can Performance-Based Assessments Improve Urban Schooling? (Ascher, 1990)  Connecting Performance Assessment to Instruction: A Comparison of Behavioral Assessment, Mastery Learning, Curriculum-Based Measurement, and Performance Assessment (Fuchs, 1995).

 Creating Meaningful Performance Assessments (Elliott, 1995)  National and State Perspectives on Performance Assessment (Thurlow, 1995)  What Does Research Say About Assessment (Dietel, Herman, & Knuth, 1991)  Why should Assessment be based on a vision of (Kulieke, Bakker, Collins, Fennimore, Fine, Herman, Jones, Raack, & Tinzmann, 1990)

Alternative assessments methods work well in learner-centered classrooms because they are based on the idea that students can evaluate that students can evaluate Assessment is their own learning and learn from the evaluation process. Alternative assessment thus gives instructors a way to connect assessment with review of learning strategies. There are four main types of rubrics: 1. Holistic rubrics Holistic scales or rubrics respond to language performance as a whole. Each score on a holistic scale represents an overall impression; one integrated score is assigned to a performance. The emphasis in holistic scoring is on what a student does well.

Evaluation Technic Holistic rubrics commonly have four or six points. The popup window shows a sample four-point holistic scale created for the purposes of assessing writing performance. A well-known example of a holistic scale is the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines (1986). However, the ACTFL guidelines are not appropriate for classroom use, because they are intended for largescale assessment of overall proficiency and are not designed necessarily to align with curricular objectives or classroom instruction. Holistic scoring is primarily used for large-scale assessment when a relatively quick yet consistent approach to scoring is necessary. It is less useful for classroom purposes because it provides little information to students about their performance. 2. Analytic rubrics Analytic scales are divided into separate categories representing different aspects or dimensions of performance. For example, dimensions for writing performance might include content, organization, vocabulary, grammar, and mechanics. Each dimension is scored separately, then dimension scores are added to determine an overall score. Analytic rubrics have two advantages: ď&#x201A;ˇ

ď&#x201A;ˇ

The instructor can give different weights to different dimensions. This allows the instructor to give more credit for dimensions that are more important to the overall success of the communication task. For example, in a writing rubric, the dimension of content might have a total point range of 30, whereas the range for mechanics might be only 10. They provide more information to students about the strengths and weaknesses of various aspects of their language performance.

However, analytic scoring has also been criticized because the parts do not necessarily add up to the whole. Providing separate scores for different dimensions of a student's writing or speaking performance does not give the teacher or the student a good assessment of the whole of a performance 3. Primary trait rubrics In primary trait scoring, the instructor predetermines the main criterion or primary trait for successful performance of a task. This approach thus involves narrowing the criteria for judging performance to one main dimension.

Evaluation Technic For example, consider a task that requires that a student write a persuasive letter to an editor of the school newspaper. A possible primary trait rubric for this task is shown in the popup window. This kind of rubric has the advantage of allowing teachers and students to focus on one aspect or dimension of language performance. It is also a relatively quick and easy way to score writing or speaking performance, especially when a teacher wants to emphasize one specific aspect of that performance. 4. Multitrait rubrics The Multitrait approach is similar to the primary trait approach but allows for rating performance on three or four dimensions rather than just one. Multitrait rubrics resemble analytic rubrics in that several aspects are scored individually. However, where an analytic scale includes traditional dimensions such as content, organization, and grammar, a Multitrait rubric involves dimensions that are more closely aligned with features of the task. For example, on an information-gap speaking task where students are asked to describe a picture in enough detail for a listener to choose it from a set of similar pictures, a Multitrait rubric would include dimensions such as quality of description, fluency, and language control, as the example in the popup window shows. Incorporating alternative assessment into classroom activities Instructors should plan to introduce alternative forms of assessment gradually, in conjunction with traditional forms of testing. Using a combination of alternative assessments and more traditional measures allows the instructor to compare results and obtain a more comprehensive picture of students' language performance than either alternative or traditional measures alone would provide. At first, the instructor should use checklists and rubrics to evaluate student performance but not ask students to do self and peer evaluation. When creating checklists and rubrics, instructors can ask students to provide input on the criteria that should be included in each. This approach gives the instructor time to become more comfortable with the use of alternative assessments, while modeling their use for students. The process helps students understand how they will benefit from alternative assessment and how they can use it effectively.

STUDENTS' EXAMPLES:

Evaluation Technic Draw what you know. Created by Daniel Tse and Erasmo Garcia, this picture depicts Polk as the "dark horse" presidential candidate who, once elected, leads America into war with Mexico. He is shown bursting through the Mexican flag, as represented by the colors of the sky. If you look closely, you will see the soldiers battling in the lower right hand corner. Sing what you know.

Kevin Garcia, Erica Orofino, and Glenda Reeves wrote and performed the following rap, describing the presidency of Harrison. Write what you know. One of my favorite history projects is journal writing. Inventing or recreating journals is a powerful way to allow students to demonstrate their knowledge, and to let history live.

The journal writing project illustrates how I build authentic assessment tasks for students. Please keep in mind that while the assessments below apply to a journal project, the basic principles apply to any learning task.

BENEFITS OF APPROPRIATE ASSESSMENT

Evaluation Technic When I successfully match appropriate assessment to classroom instruction, I have found that pronounced changes in the classroom climate occur. These changes are our rewards for learning to use new forms of assessment! Expect to find that: 1. 2. 3. 4. 5. 6. 7.

Students and teachers have more fun. There is more laughter in the classroom, and more effort. Tests of skill, regardless of their formats, are seen as a challenge. There is more learning in the classroom and more creativity. Students devise ingenious ways to show what they know. Students are less reluctant to correct their errors. Students are more willing to acquire knowledge and skills that they are lacking. EXAMPLE: Alternative Reading Assessments

1. Bookmark:

Create a bookmark to match the theme of the last . . book read.

2. Time Capsule:

Put together a group of 5 things from the story of . the week.

3. Stuffed Animal:

Students can make a stuffed animal that . . matches the theme of the story read.

4. Business Card:

Summarize the story by designing a business card . (this will be harder than it sounds).

5. Radio Show: 6. Recipe:

Create a radio program that is set in the same . . time as the book. Make a recipe (or just the instructions) for . something that a character in the story might . make.

7. Paper Doll:

More geared towards the younger set, this activity . involves creating paper dolls and costume . changes for the characters in the story.

8. Wanted Poster:

Make a wanted poster for the antagonist in the . book.

Evaluation Technic

Alternative Assessment uses any type of tools where the student response from a given list of items or evaluations and besides it uses reveal what students can do the language emphasizing their strengths.

KINDS OF TESTS We use tests to obtain information. The information we hope to obtain will of course vary from situation to situation. It is possible, nevertheless, to categorize tests according to a small number of kinds of information being sought. This categorization will prove useful both in deciding whether an existing test is suitable for a particular purpose and in writing appropriate new tests where these are necessary. The four types of test we will discuss next are the proficiency tests, achievement tests, diagnostic tests, and placement tests.

PROFICIENCY TESTS They are designed to measure people`s ability in a language regardless of any training they may have had in that language. It is based on the specification of what candidates have to be able to do in the language in order to be considered proficient. Proficient means having sufficient command of the language for a particular purpose. For example, to discover if someone can function successfully as a United Nations translator.

Evaluation Technic Other examples: Cambridge examinations Oxford EFL examinations The purpose of these tests is to show whether candidates have reached a certain standard with respect to certain specified abilities.

ACHIEVEMENT TESTS They are directly related to language courses. Their purpose is to establish how successful individual Ss, group of Ss, or the courses themselves have been in achieving objectives. There are two kinds: Final achievement tests and progress achievement tests. Final achievement tests are those administered at the end of the course of study. They may be written and administered by ministries of education, official examining boards, or by members of teaching institutions. The content of a final achievement test should be based directly on a detailed course syllabus and its long term competency or on the books and other materials used. Progress achievement tests are intended to measure the progress that Ss are making. These tests should be related to the syllabus short term achievement indicators.

DIAGNOSTIC TESTS They are used to identify students` strengths and weaknesses. They are also intended primarily to ascertain what further teaching is necessary. Placement tests They are intended to provide information which will help to place students at the stage ( or in the part) of the teaching program most appropriate to their abilities. Typically they are used to assign Ss to classes at different levels.

Evaluation Technic The placement tests which are most successful are those constructed for particular situations. They depend on the identification of the key features at different levels of teaching in the institution. They should be produced by the institutions itself.

Direct testing Testing is said to be direct when it requires the candidate to perform precisely the skill which we wish to measure. If we want to know how well candidates can write compositions, we get them to write compositions. If we want to know how well they pronounce the language, we get them to speak. Direct testing is intended to measure the productive skills ( speaking and writing)

Indirect testing It attempts to measure the abilities which underlie the skills in which we are interested. One example of indirect testing is Lado`s (1996) who proposed a method of testing pronunciation ability by a paper and pencil test in which the candidate has to identify pairs of words which rhyme with each other.

Discrete point testing It refers to the testing of one element at a time, item by item. This might involve, for example, a series of items each testing a particular grammatical structure.

Evaluation Technic Discrete point tests will almost always be indirect, while integrative tests will tend to be direct. However, some integrative testing methods, such as cloze procedure (fill in the blanks) are indirect.

Norm-referenced testing The distinction here is between methods of scoring, and nothing else. Objectivity in scoring is sought after by many testers, not for itself, but for the greater reliability it brings. In general, the less subjective the scoring, the greater agreement there will be between two different scorers.

MORE TESTING CONSIDERATIONS Test anxiety Most people feel some anxiety about taking a test. For some otherwise qualified individuals, test anxiety can have a paralyzing effect on their performance. There are a few things that can be done to alleviate anxiety. Written orientation materials are available for many tests. These materials describe the test and provide sample questions. If such materials exist, they should be made available to all test takers well in advance of the test date. Before the test begins, give test takers a brief orientation explaining the purpose of the test, the type of questions to expect, and how long the test will last. Start test sessions promptly. A long wait will raise the anxiety level among test takers. All testing materials, equipment, and facilities should be ready well in advance of the scheduled session. A well-run test session helps to reduce test anxiety. Alternative assessment methods for special cases There may be qualified individuals who, due to cultural differences, poor skills in English, or limited formal education, are unable to score satisfactorily on some of the currently available selection tests. Poor test performance may not be a reflection of their job-related knowledge, skills, or abilities, but rather may be due to the existence of a cultural or language barrier. Some of these tests may be available in appropriate foreign language versions or in a version suitable for individuals functioning at low literacy

Evaluation Technic levels. Also, where appropriate, work samples and structured interviews should be considered seriously as practical alternatives to written tests. At times, individual evaluations by outside agencies or consultants may be a suitable approach. Principle of Assessment Provide reasonable accommodation in the assessment process for people with disabilities. Accommodation in the assessment process may involve ensuring physical accessibility to the test site, modifying test equipment or tests, or providing qualified assistance. Giving extra time on certain kinds of tests to test takers with dyslexia or other learning disability, and administering a larger print version of a test to a person who is visually impaired are examples of reasonable accommodation. Note, however, that providing a reader for a reading comprehension test, or extra time for a speeded test could invalidate the test results. You should become familiar with what accommodations can be made for different conditions or circumstances without invalidating the test. Provide all test takers with descriptive information about the test in advance, so that they will have ample opportunity to request needed accommodations. When the need for accommodation is not obvious, you may ask for reasonable documentation of the disability functional limitations for which accommodation is needed. The test taker, test manual, the test publisher, and several professional associations can help you determine what the appropriate reasonable accommodations are for particular situations. If an accommodation cannot be made without invalidating the test, alternative assessment strategies, such as a review of past job experience, a review of school records, or a brief job tryout, must be considered.

Administering computer-based tests Many tests are now computer-based. Computers can be used to administer and score tests and print results. A number of computerized tests also provide extensive test interpretations. Some computer-based tests are adaptive. Adaptive tests, as opposed to conventional tests, present test questions based on the responses of the test

Evaluation Technic taker to previous questions, and so adjust for his or her level of ability. This allows for a more reliable measure of ability with fewer items administered. Advantages to computer-based testing include  Administration procedures are the same for all test takers.  The need for test administrators is reduced.  Results can be available immediately.  The test can be administered without delay to walk-in applicants.

Disadvantages of computer-based testing include A computer is needed for each test taker. Some test takers may feel uncomfortable using a computer; this could raise anxiety levels and adversely affect scores of these individuals.

Maintaining assessment instrument security In order to obtain fair and valid results, no test taker should have an opportunity to view the test beforehand. To ensure this, keep test materials secure at all times. Store all materials relating to the test in locked rooms or cabinets when not in use, and account for all materials that are used during the testing session. Test takers should not take any items from the testing room, including scrap paper. Limit access to testing materials to staff involved in the assessment process. This brings us to the next principle of assessment. Principle of Assessment Maintain assessment instrument security. Security measures are also required when you use computer-based tests. Establish a password procedure for accessing computerized test materials, and secure all related computer disks and manuals. Many computerized test developers encode test items and answer keys so that items cannot easily be read if electronic files are stolen. When tests are used over a long period of time, it becomes increasingly likely that some test questions will leak out. To help maintain security, test developers periodically introduce new alternate

Evaluation Technic forms. If alternate forms of the test are available, you can increase security by varying the form used. Maintaining confidentiality of assessment results Test results and answer sheets should be kept in a secure location. Results should only be released to those who have a legitimate need to know. This includes staff involved in making the employment decision but may exclude the candidate's first-line supervisor. Test results are confidential and should not be disclosed to another individual or outside organization without the informed consent of the test taker. This is the next principle of assessment.

It is important to analyze what Kind of Test is developed by the proficiency tests, achievement tests, progress achievement test, Diagnostic tests, and placement tests. The teacher has to be confidentiality with the results of the students and look for the easier way that they have to approve the exam.

TYPES OF ITEMS Term types define the content of an item and the information that is stored about an item. Items in OracleAS Portal are based on item types. Items are one of the basic components of a portal page. The information stored about an item is determined by the attributes associated with the item type. Base item types Base item types are the item types included with OracleAS Portal. There are two types of base item types. Content item types allow users to add content (for example, images, documents, or text) to a page. Navigation item types allow users to add navigational elements (for example, a login/logout link, basic search box, or a list of objects) to a page.

Evaluation Technic Base content item types  

     



Base File: Uploads a file and stores it in the page group. Base Image Map: Uploads an image and allows the contributor to identify areas within the image that users can click to go to different URLs. Base Image: Uploads an image and stores it in the page group. Base PL/SQL: Executes PL/SQL code and displays the results. Base Page Link: Links to another page in the page group. Base Text: Displays text (up to 32 KB). Base URL: Links to another Web page, Web site, or document. Base Item Link: Links to another content item (file, text, URL, image, and the like) within a page group and displays the content of that item or a link to the content, depending on the source's display option. Base Item Placeholder: Identifies where the content from items that use a Portal Template for items display in relation to the rest of the template content. Select default content for the Item Placeholder; choose from file items of type text/html or text/plain, text items, PL/SQL items, and URL items.

Base navegacion item types 

 



  

Portal Smart Link: Adds a smart link (and associated image) to the page. A smart link is a link that users can click to access areas of the portal quickly, such as Account Information, Advanced Search, Contact Information, Help, and Home. Login/Logout Link: Adds links and/or icons to the page that users can click to log in or log out of the portal. Basic Search Box: Adds a basic search box (and associated image) to the page in which users can enter search criteria. Users can specify whether users of the search box can search all page groups or only the page group specified. List of Objects: Adds a list of objects (pages, categories, and perspectives) that users specify to the page. Users can choose to display this list as a drop-down list or as links (with or without associated images). Portal Smart Text: Adds smart text, such as the current date, current user, or current page to the page. Object Map Link: Adds a map of objects available in the portal. Page Path: Adds the page path to the page. Users can choose the number of levels for the path, and the character that separates the path levels.



Evaluation Technic Page Function: Adds a page function to the page. If there are no page functions associated with the current page, this item type is not displayed.

Extended item types The base content item types are not actually available for users to add to pages. Instead OracleAS Portal provides extended item types based on the base content items. These include: File and Simple File  Text and Simple Text Simple Image  URL and Simple URL Image and Simple Image  Zip File Map  Simple Item Link  PL/SQL and Simple PL/SQL  Item Placeholder  Page Link and Simple Page Link If these extended item types listed above do not provide enough flexibility, you can further extend most of them to meet your requirements provided you have the appropriate privileges. To extend these item types, you must have at least the page group privileges Manage Classifications and View on the Shared Objects page group. You can add different attributes to the item types to store exactly the information that you want. You can also add calls to PL/SQL and HTTP procedures and even pass attributes to the parameters of those procedures.   

To extend an item type, find the item type in the Portal Navigator under the Shared Objects page group, then click the Edit link next to the type. Note: You cannot extend the Item Place holder item type.

Types of Items: it uses the information of the content or subjects that the teacher work inside the class. Don`t write long items, be specific and give the clear instructions for each one. Look for the best way to evaluate the students with technology or writing.

Evaluation Technic

RUBRICS AND CHECKLISTS

MODELS OF RUBRIC AND CHECKLISTS Create Edit Quiz Test Sort Print Learn Know Memorize·It is a multimedia flashcard application that allows you to create your own decks of flashcards incorporating text, sound, pictures, and drawings. Using several testing methods: multiple choice, true/false, type-in and honor system, Memorize·It can be used for any subject from preschool to medical school. Cards can be easily moved between decks or copied to build new decks. Interactive quizzing with Memorize·It automatically keeps track of the hardest cards and allows you to focus on exactly what is hardest for you. Decks can be printed front and back on five styles of perforated card stock paper. By using Memorize·It you can study or teach any subject. Memorize·It allows you to easily create the cards with exactly the information you need to study. Why Memorize·It? If you've ever used flashcards before and have something you need to learn quickly, then Memorize·It is for you. The whole idea of learning is centered around repetition. The more you practice something, the better you get and the more you know about it. Memorize·It takes this idea to a whole new level with the ability to consistently focus on the cards which give you the most trouble. Repetition plays a vital role in the retention of information. The Dana Foundation study on Better Teaching Through Brain Biology says "Without this step of converting new learning to long-term memory through repetition and elaboration, students are unlikely to be able to use it for a lifetime". The Role Of Repetition In Learning is not our site nor are we associated with them. It has links back to us and includes many other sources of information on the role repetition in learning. An Exam preparation guide from the Kildare Nationalists also touches on the importance of repetition and "practicing recall". There are many other examples of the importance of learning through repetition. In most cases the process is to first write something down, then repeatedly review it. The creation of the flashcards with Memorize It is the

Evaluation Technic writing down part, and the quizzing and testing (repetition) is what Memorize It does best. How to create your own Flashcards? Memorize It includes all the tools you need to quickly and easily create your own flashcards. It includes card editing features which allow you to place pictures, text, drawing, and sound on any card. All the standard drawing tools and patterns are included The second way to create whole decks is by using a word processor. You create a text file with all the cards included and import the file into Memorize It. All the cards are created automatically and Memorize It centers all the text for you. The main design goal of Memorize It is to help students quickly study the information which is important to them. There are many time saving features which enhance a student’s ability to create their own flashcards efficiently and quickly. A design with students in mind from day one. In most cases, creating the flashcards with Memorize It is faster than doing it by hand! While Memorize·It was created to allow the easy creation of flashcards on any subject, it didn't stop people from asking us for flashcards decks. We listened and created thousands of flashcards we used to sell on a single CD room called "Memorize·It the Complete Collection". Those flashcards are now available for free download at FlashcardStation.com. Card Types Flashcards in Memorize It come in four different types. 

Honor System

You answer the card aloud or to yourself, turn the card over to see if you got the answer correct. Memorize It asks you if you answered the card correctly. The computer uses your answer to score the card as hard or easy. Múltiple Choose o You are allowed to enter up to 5 choices (A-E). The computer automatically keeps track of the card score as you quiz. o



Evaluation Technic 



True False o You create a true false question and the computer automatically keeps track of the card score as you quiz. Type-in o A one or two word answer to a given question. The answer must be typed exactly as it appears, or it will be scored incorrectly.

Memorize It flashcards are actually four sided. How can a piece of paper have anything more than two sides you ask? Well, when you print the cards, they are two sided, but every electronic Memorize·It flashcard has a hint and a why card as well. You create the hint and why card exactly as you would the front and the back of the card. While quizzing, you are given the choice to look at the hint while you are looking at the front of the card. You are also given the choice of seeing the why card while looking at the answer.

Quizzing and Testing There are several quizzing methods you can use in Memorize It. 



Quiz All o This will cycle through all the cards in the deck no matter what your score on that card. Memorize It will continue to keep track of which cards give you the most trouble. Quiz Medium/Hard/By Percentage o Cards will be selected by their difficulty giving you more repetition on the hardest cards. Randomly o This is a flag which you can turn on which will cycle the cards randomly instead of in order. If you do quiz in order, you can simply shuffle the deck of cards and any time. Auto Quiz o Memorize It will cycle through the cards on a time delay of your choice. Once you get too tired of answering the questions, just turn on auto quiz and watch the cards cycle. We call this quiz by osmosis. Quick Test This allows you to test yourself on the cards in any deck. Once you have answered all the questions, press



Evaluation Technic o the Grade button. The window will change to show you a report on how well you did on the test. T-Scope The T-Scope design is based on a device called a tachistoscope. The earliest reference found for this device was 1890. Since that time it has been primarily used by research psychologists studying education. It is a device used to present objects to the eye for a brief measured period, e.g., a fraction of a second. One of its principal applications is the measurement of the amount of detail that can be comprehended by a single viewing. You can set the delay and time between cards as if you have one of these specialized devices. We have taken up the tachistoscope flag and added T-Scope capability to Memorize It flashcards. We believe it is the first, and only, software tachistoscope.

Printing Flashcards Take your flashcards with you everywhere you go. While Memorize·It is a great electronic flashcard system, that doesn't mean most of us keep our computer with us and turned on 24 hours a day. Memorize·It includes a flexible printing system which will allow you to take your flashcards with you and quiz yourself anytime anywhere. The most popular printing style is to print your cards on perforated paper. This cheapest is business card paper and index card paper, but sizes go as large as post cards. If perforated paper is out of your budget, then you can have Memorize·It draw the cut lines when it prints. You can print on a heavier stock paper and cut out the cards with scissors. Printing front and back typically takes two passes and requires that you understand which side of the paper your print prints on from the paper tray. Once you know this, just tell Memorize·It to print all the fronts of the cards. Take that paper, turn it over and put it back into the paper tray. Tell Memorize·It to print out all the backs of the cards. Separate the cards and your done. Here are some sample printouts which were then scanned. Click on the image to see a full screen version.

Evaluation Technic

Front Back Front Back Avery Business Avery Business Avery Index Card Avery Index Card Card Style with Art Card Style with Art Style with Art Style with Art History Decks History Decks History Decks History Decks Subjects The creator of Memorize路It, Wood Harter, wrote this application for himself to study art history in college. Later he created a version with sound (and graphics!) so he could study German vocabulary while living in Germany in 1991. He's since used this for spelling words with younger family members, and most recently for the GRE. We have reports of students around the world using Memorize路It for every kind of subject imaginable. The most popular subjects include law school, medical school, foreign language, biology, anatomy, kids spelling words and pilot training. Here is the laundry list of subjects: Anatomy, Art History, Biology, Chemistry, Computer Science, CPA, English, Flags of the World, French, Geography, German, GRE, History, Japanese, Law, Morse Code, Mathematics, Medical School, Pilot Training, Psychology, Russian, SAT, Sign Language, Spanish, Spelling, Sports, Vietnamese. Web Quizzer We've create a version of the Memorize It Quizzer in Java which will allow you to attach the flashcards you create with Memorize It to a web site. It is free to users with a valid Memorize It serial number. Just contact us for details. Windows Requirements Intel Pentium or higher, Windows 95, 98, me, NT, 2000, XP, Vista, Windows 7, Windows 8, 16MB RAM, Windows compatible sound card (recommended). For schools needing site licensing, we offer a network 10 pack for $99. This allows you to put Memorize It on 10 different computers. Call for details.

Evaluation Technic We've discontinued support for Memorize It for Macintosh.

Teacher Name: Mrs. VelĂ squez Student Name:

________________________________________

CATEGORY 4

Oral Presentation

Interesting, wellrehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

Content

Covers topic indepth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 12 factual errors.

Content is minimal OR there are several factual errors.

Originality

Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.

Uses other people\'s ideas, but does not give them credit.

Presentation

Well-rehearsed with smooth delivery that holds audience attention.

Rehearsed with fairly smooth delivery that holds audience attention most of the time.

Delivery not smooth, but able to maintain interest of the audience most of the time.

Delivery not smooth and audience attention often lost.

Evaluation Technic Requirements All requirements All are met and requirements exceeded. are met.

One requirement was not completely met.

More than one requirement was not completely met.

Sources

Source information collected for all graphics, facts and quotes. All documented in desired format.

Source information collected for all graphics, facts and quotes. Most documented in desired format.

Source information collected for graphics, facts and quotes, but not documented in desired format.

Very little or no source information was collected.

Oral Presentation

Interesting, wellrehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

Date Created: Sep 06, 2014 01:07 am (CDT)

Evaluation Technic Rubrics and checklists. These are used writing all the characteristics that the teacher thinks to use in any evaluation.

ONLINE TESTS IN EDMODO AND TESTMOZ Big Five Personality Test: The general consensus in academic psychology is that there are five fundamental personality traits. When it is said that there are five fundamental personality traits, it is meant that there are only five traits that are completely independent (knowing someone`s level of one trait gives you no information about their level on any of the others) and all other personality traits will be correlated with one or more of the big five. This test uses public domain scales from the International Personality Item Pool. Personality Item Pool. Recommended test for personal enjoyment Open Extended Jungian Type Scales: The system of personality types proposed by Carl Jung (1921) and later refined by C. Myers and I. M. Briggs has become an extremely widely used personality theory in self-help, business management, counseling and spiritual development contexts, but it is not commonly used in academic research where, like all type theories, it is treated sceptically. The system produces 16 personality types on the basis of four dichotomies and is the system used in the Myers Briggs Type Indicator and Keirsey Temperament Sorter instruments, among many others. The OEJS is a free and open source measure of the four dichotomies which yields an equivalent result to the usual tests. Spheres of Control Scale (SOC-3): The SOC measures an individualâ&#x20AC;&#x2122;s perception of the control they have over various areas of their life. Those who study these beliefs, termed "locus of control", have argued that they strongly influence decision making and are highly relevant to mental health and academic achievement in particular.

Evaluation Technic Woodworth Psychoneurotic Inventory: Often cited as the first personality test, the WPI was developed by the United States military during World War I to screen for recruits at high risk of developing shell shock. Finished too late to be put to such use, the WPI instead found its place as the dominant selfreport personality measure in academic psychological research during the 1920s and 30s, but has mostly been forgotten since then. IIP RIASEC Markers: The Holland Codes (the acronym RIASEC refers to the six Holland Codes) is a typology of occupations that groups jobs into six categories and describes the different personality characteristics of people who are inclined towards each category. Since its developed by John L. Holland in the 1950s the theory has become dominant one in the field of career counseling and it has been incorporated into most of the assessment you might take at a university career planning centre. The RIASEC Markers from the public domain Interest Item Pool were developed by James Rounds and colleagues in 2008 for use in psychological research. Short Dark Triad: The "dark triad" is a name for three personality traits that are commonly seem as malicious or evil: narcissism, machiavellianism and psychopathy. The study of these three traits together as the dark triad became popular in the 2000s. In 2011, Delroy Paulhus and Daniel Jones published the Short Dark Triad (SD3) as a single short test to measure all three traits at once. Narcissistic Personality Inventory: The NPI is a measure of narcissism used in social psychological research. It is derived from the definition of narcissistic personality disorder, but measures subclinical levels of the trait and is not a diagnostic for NPD. Artistic Preferences Scale: Rate paintings to find out what historical style of art your prefer. Open DISC Assessment Test: The DISC personality model is a system that divides people into four personality types. The model is promoted commercially by several different organizations for use in the workplace. Four Temperaments Test: If you had asked a well educated western person in 1850 to describe themselves, they would have responded using the

Evaluation Technic language of the four temperaments, an extension of the ancient four humors theory of medicine to personality by Greek physician Galen (129â&#x20AC;&#x201C;216 AD). The four temperaments as the accepted way to describe personality was vanquished by the development of psychology after 1900, but recently they have seen a resurgence and been promoted in spiritual and self-help contexts. Cattell's 16 Personality Factors Test: In the 1940s Raymond Cattell proposed a model of human individual differences with 16 factors based on a statistical study of responses to personality questionnaires. Cattell's model has never been widely accepted and his statistical analysis that revealed 16 factors has never been successfully replicated, but the test he produced, the 16PF Questionnaire, has been very popular in applied psychology like contexts such as counseling and human resources. This test uses the public domain scales from the International Personality Item Pool that were developed by Lewis Goldberg to be equivalent to the 16PFQ. Rosenberg Self-esteem Scale: Developed in the 1960s by Morris Rosenberg for a study of adolescent self image the RSES has become the most widely used general purpose measure of self esteem in psychological research. Survey of Dictionary-based Isms (SDI-46): The SDI is a measure of sociopolitical attitudes developed by Gerard Saucier. Its name references the fact that it was derived from searching the dictionary for words describing different philosophies (which often end in "ism", e.g. liberalism, hobbism), which were then reduced down to underlying factors with statistical analysis. The SDI-46 revision was published in 2013. Exposure Based Face Memory Test Disclaimer All of these tests are provided for educational and entertainment uses only. They are not clinically administered and as such the results are not suitable for basing important decisions off of. These tests are also not infallible, if the results say something about you that you don't think is true, you are right and it is wrong.

Evaluation Technic

JIGSAW

(Activity)

Jigsaw of experts Steps Divide students into 3-person jigsaw groups. Appoint one student from each group as the leader or the expert. Steps The leader or expert stays on his/her spot The Journalists go around the centers to take notes about each term.

Evaluation Technic When the teacher blows the whistle , theyÂ´ll move to the different centers. Journalists from Center 1 will move to center 2, the ones from center 2 to center 3... and so on. At last Ask the journalists to present their key points to the expert, so they can have a whole glossary for the group. Steps Take 5 minutes to read over the research paper at least twice and become familiar with it. There is no need for them to memorize it. SEPT SEPT Jigsaw of Experts Jigsaw of Experts Evaluation methods: Evaluation methods: 1-Action Research 1-Case study 2-Appreciative inquiry 2-Impact assessment 3-Benchmarking 3-Interviews 4-Counts 4-Journals 5-Focus Groups 5-Observation 6-Peer review 6-Surveys ACTIVITY: Work the following using the Methods Definitions. JIGSAW OF EXPERTS I (METHODS 1-12) JIGSAW OF EXPERTS II (METHODS 7-12)

Online tests is developed using the technology, It is easy, fast, and it`s comfortable for the students work by computer. The students enjoy working in the computer because it is funny.

Evaluation Technic

TESTING WRITING The Writing Process Ideas and Content •

The purpose of writing could be to inform, to persuade, to entertain. When you prepare o write, first consider possible topics.

•

Then decide whether you want to inform, persuade, or entertain your audience.

•

List details that fit your topic and support your main idea.

•

Now decide which details are the strongest.

•

When you write, put your ideas in an order that will help readers understand them.

Strategies for organizing ideas •

Begin a paragraph with a topic sentence that expresses the main idea.

•

Use order words (first, then, after, finally) so you writing flows smoothly.

•

Use a graphic organizer to help you organize your ideas.

VOICE •

When you write just as when you speak you can choose an appropriate tone of voice to communicate successfully.

•

Your style and your choice of words can make the writing interesting to each reader.

•

If you care about what you write, your writing will reflect your voice.

Strategies for developing

your voice

•

Choose a writing tone that matches your topic.

•

Use words and phrases that match the type of writing you are doing.

Find your voice by reading aloud things you have written.

Evaluation Technic Word Choice •

Use exact nouns.

•

Use strong verbs.

•

Use vivid adjectives.

•

Avoid vague words such as great, nice, thing, and stuff

•

Create strong images to make your readers use their senses.

•

Decide if some sentences that have linking verbs would be stronger with action verbs.

•

Avoid wordiness.

•

Use a thesaurus to help you find vivid words to replace ordinary words.

Sentences Good writers express their thoughts in lively, varied sentences. They make reading a pleasure by using sentences to create a special rhythm and style. Strategies for improving sentences •

Write sentences that flow logically form one to the other.

•

Vary sentence length by including a mixture of short and long sentences.

Avoid sentences that are too long or wordy. •

Avoid writing a series of short, choppy sentences. Use connectors such as and, but, or, because.

•

Include different kinds of sentences to add variety and life to your writing.

•

Usually, sentences will be statements. Sometimes questions, commands, or exclamations are good choices too.

•

Try to vary the beginnings of your sentences.

•

Avoid beginning all of your sentences with words such as I, she, he, then, or the.

Evaluation Technic Read what you write aloud to yourself. Listen for a rhythm as if you are listening to a song.

•

Conventions •

A convention is a rule that people agree to follow. Written language follows special conventions.

•

Conventions also set the rules for spelling and grammar.

Strategies for Conventions •

Learn the rules for spelling. For instance, add –s to form the plural of most nouns.

•

Use a dictionary or spell-checker to help you with the spelling of difficult or new words.

•

Capitalize the first letter of each word that begins a sentence.

Strategies for Conventions •

Capitalize the first letter of each important word in proper nouns.

•

Use punctuation correctly.

•

Make sure the verb you use agrees with its subject.

•

Check that the verb tenses are correct.

•

Check that pronouns are used correctly in subjects and predicates.

•

Make sure you use apostrophes correctly to show possession and to form contractions.

Types of Essays •

There are four types of essays exist including:

1. Narration, 2. Description, 3. Exposition, 4. Argument.

Evaluation Technic Narrative •

All narrative essays will have characters, setting, climax, and most importantly, a plot.

•

The plot is the focus of the story and is usually revealed chronologically. In writing a narrative essay, remember to: –

Include sensory and emotional details.

–

Have the story support the point you are making.

–

Write in the first or third person.

Descriptive •

Descriptive essays have text which describes traits and characteristics of people, objects, events, feelings, etc.

•

When you write a descriptive essay, you want to involve the reader’s senses and emotions.

•

The second sentence gives vivid details to make the reader feel like he is there.

Exposition •

Expository essays can compare, explore and discuss problems, or tell a story.

•

An exposition essay gives information about various topics to the reader. It: Informs, Describes, Explains.

•

In writing an exposition, the text needs to: –

Be concise and easy to understand

–

Give different views on a subject or report on a situation or event

–

Explain something that may be difficult to understand as you write your essay.

Evaluation Technic Argumentative •

In an argumentative essay the writer is trying to convince the reader by demonstrating the truth or falsity of a topic.

•

The writer’s position will be backed up with certain kinds of evidence, like statistics or opinions of experts.

•

The writer is not just giving an opinion, but making an argument for or against something and supporting that argument with data.

Steps to write an essay 1. Research: Begin the essay writing process by researching your topic. 2. Analysis: Start analyzing the arguments of the essays you're reading. Clearly define the claims, write out the reasons, the evidence. Look for weaknesses of logic, and also strengths. 3. Brainstorming: Your essay will require insight of your own, genuine essaywriting brilliance.

4. Thesis statement: Pick your best idea that you can write your entire essay around. Your thesis is your main point, summed up in a concise sentence. 5. Outline: Sketch out your essay before straightway writing it out. Use one-line sentences to describe paragraphs. 6. Introduction: The introduction should grab the reader's attention, set up the issue, and lead in to your thesis. 7. Paragraphs: Begin paragraphs with topic sentences, support assertions with evidence, and expound your ideas in the clearest way. 8. Conclusion: Exit your essay by making a quick wrap-up sentence, and then end on some memorable thought, perhaps a quotation, or some call to action.

Evaluation Technic Process •

Brainstorming (graphic organizer)

•

Outlining (main idea and supporting details) topics and subtopics

•

Pre-writing (first draft)

•

Editing (corrected by yourselves)

•

Revising (corrected by a partner)

Publishing (final draft) Writing Feedback System (goes with Writing Check Sheet) This system makes the following assumptions. Children will write better if… They know exactly what they are doing right. They know exactly what they are doing wrong. They know what their next target is and how to reach it. Allow the children to have the writing check sheet in front of them when they are writing as a prompt . When the children have finished their writing take them through the check sheet one target at a time. Explain to the children that they can only tick the targets they can prove they have met. For example – They should read the first line of their story back to themselves. They should ask their next door neighbor to read the first line of their work. If they say they have written one sentence with a capital letter and full stop - put one finger on the capital letter, and the other on the full stop. Tick all the words they have used to join sentences at the top of the sheet. Eventually they should be able to do this without supervision. After the lesson the teacher then ticks the second column. If a child has not for example met all of the targets in Group 3 the targets the child has not met should be highlighted. The targets in Group 3 could then be cut out and stuck at the bottom of the pupil’s work. The teacher can mark on the writing all the places where these targets have not been met. This means the pupil can compare what they think they have done, with what the teacher thinks and develop a better understanding of what the targets mean. At the start of the next lesson, ask the pupils to read through their last piece of writing carefully and ask them to select one target to concentrate on for their next piece of writing.

Evaluation Technic You can also have a â&#x20AC;&#x2DC;Writing Ladderâ&#x20AC;&#x2122; display, which shows which group the children are in, and which the children can move up or down on according to their last piece of work. Some of the targets came from Harmans Water Primary School's English Writing Target Sheet which can be found at http://www.primaryresources.co.uk/english/pdfs/3targets.pdf

Evaluation Technic

Writing Check Sheet Words and phrases used to join sentences Conjunctions): And, but, so, when, because, as, before, after, during, while, until, if, for, unless, although, however, as, if, rather, than, therefore, inspite, of due, to yet, since, though, whereas in case whether or not neither..nor either..or as well as writer Teacher: Group 1 I can spell some words which have two or three letters correctly ( e.g. he, she, the, and) I can read my own writing back. My teacher can read my writing. I use the correct shapes for my letters. I write from left to right. I write my letters the correct way round. I can write on my own (with no help from the teacher). I have used at least one full stop.

Evaluation Technic I have used at least one capital letter. I can find a word I can use from my wordbook. Group 2 I have at least one sentence that starts with a capital letter and ends with a full stop. My story has a clear beginning, middle and end. I join sentences using ‘and’ and ‘and then’. I can spell simple four letter words correctly (then, same, girl etc.) My friends can read my writing. I show that I know what I should be writing about. Group 3 I can use words like ‘but’ and ‘so’ to join sentences. There is more than one character in my story. Several things happen and these things are written in the correct order. I can sometimes use unusual words. I start sentences correctly with a capital letter and end them with a full stop, !, or ? at least half of the time. I can spell the words that I use the most. I try to spell more difficult words. I use capital letters for the names of people and places. I don’t use capital letters in the middle of a sentence where they do not belong. If I am writing a story or about something that has already happened, I use the past tense. I do not miss words out of my sentences. Group 4 I correctly start sentences with a capital letter and end them with a full stop, !, or ? most of the time. I use words other than ‘and’, ‘but’ and ‘so’ to join sentences. I start my sentences in different ways. I use at least 3 different adjectives in my writing. I use at least one adverb in my writing. The verbs I use are in the correct tense. I use the singular form of the verb for one person or thing (e.g. He was running) and the plural form of the verb when talking about more than one person or thing (e.g. They were running.) I use some words or phrases that are appropriate to the kind of writing I am doing. I use speech marks and make it clear who is talking (e.g. Jane said “I like chocolate.”) I use commas in lists (e.g. Louise bought apples, pears and oranges.) I have used ? and ! correctly.

Evaluation Technic Group 5 I try to use the appropriate style of writing for my story, report or instructions. The events that happen, or points I make in my writing are in a sensible order. I explain why things happen. I use words which describe the different scenes in my story ( e.g. dark shadowy forest, gloomy castle) I describe the characters in my story. I say how the characters feel in my story. I use at least 3 adverbs. I have used suspense in my story. I have used humour in my story. I have written in paragraphs. I can use apostrophes to show missing letters (e.g. I ’m He’s) I can use apostrophes to show that something belongs to something else (e.g. the girl ’s handkerchief) Group 6 The characters in my story talk to each other (e.g. “Can you come to my party on Tuesday?” asked Sarah. “No” replied Anna. “My mum says she’s not going to let me out of her sight again until I ’m eighteen.”) I show how the characters in my story feel about each other. (e.g. Jack was furious with Tony.) When people speak in my story, what they say fits in with the kind of characters they are and the situations they are in (e.g. The wicked stepmother shouted “Scrub that floor again Cinderella. It’s filthy and we got a prince coming to visit us stupid girl.”). I can use alliteration (e.g. the funny friendly fairy). I start a new line when a new person starts talking. I can use commas to separate adjectives to describing a noun (The dress was blue, green and gold. The horrible, ugly man would not give the ball back.) I can use commas to show a series of events in a sentence (e.g. She opened the door, stepped outside and looked down the road. The football bounced off the wall, hit the car and then smashed the kitchen window.) I can use commas to allow me to give additional information within a sentence (e.g. Bethany, a member of class 4a, likes cartoons.) I comment on the events that take place in the story in the narrative. (e.g. The fact that the cat survived was unbelievable.) I comment on the characters in my story. (Peter had been stupid to even think he ’d get away with cheating.) Group 7 I correctly start sentences with a capital letter and end them with a full stop, !, or ? all of the time.

Evaluation Technic I use commas to help me punctuate speech (e.g. “Anna!”, yelled her mum, “When are you going to tidy your room?”.). I can use brackets in my sentences. (e.g. The cat (who was rather fat) sat on the chair and broke it.) I can use dashes in my sentences (e.g. She paused – blue or green? Which one was the right button?) I use language accurately to say exactly what I mean. I use the appropriate style and language for the type of writing I am doing. I successfully mix dialogue, description and action. I use punctuation correctly within speech marks. I use a variety of simple and complex sentences. I have a well thought out ending to my story. I can use simile (Where I say something is like something else - e.g. The man was like a fox ,with small beady eyes and a pointed nose,) I can use metaphor (Where I say something is something else -The statue was a grey ghost in the mist.) Group 8 I can open a story with dialogue (e.g. “Help” shouted Joe. “I am stuck in the tree!”. This had been the strangest day of Joe’s life. It had all started when he’d met his best friend Tom in the playground at school.) I can open a story with action (The pot fell off the mantle piece. Helen only just managed to catch it before it hit the floor. “Good practice for the rounders match I’ve got later.” She thought.) I can move between times in my story (e.g. She searched in her pockets. Where was her key? Then she remembered. On Tuesday she had been visiting her Grandmother. “Ellen hang your coat by the door” her grandmother had said, and as she had hung her coat up she was sure there had been the metallic sound of something hitting the floor. That had probably been the key.) I can move between places in my story (e.g. While Hannah was lying by the pool in Florida Jane was having to sit her exams. She sat staring out of the classroom window wishing she were in Florida too.) I can end my story with a moral (e.g. The prince decided that being rich didn’t matter so much after all, and lived happily ever after, all though on a budget this time.) I can end my story with a twist (Something where you are not completely sure what happened in the end- e.g. Eleanor said, “We don’t have to worry about that ghost. It’s gone for good.” and shut the door to the house behind her. Tom turned to have one last look. He thought he saw a curtain move in the upstairs window as he was getting in the car - and told himself it had to be the wind. Or where the ending is completely unexpected.

Evaluation Technic Joe was delighted he won the race, and ran and hugged his Mum. “You lost that race deliberately didn’t you?” said Tom. “Well look at it this way,” said Ben, “This race meant everything to Joe but not to me. Just promise me you won’t tell him”. “No problem.” Replied Tom, and the boys walked back to the school together.)

Evaluation Technic

Testing Writing. The purpose of this evaluation is to help to the students express their ideas, persuade or entertain the people in different types of topics using the correct grammar and vocabulary.

Evaluation Technic

TESTING READING

Reading" is the process of looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us.

Reading requires that we: •

Identify the words in print a process called word recognition.

•

Construct an understanding from them a process called comprehension.

•

Coordinate identifying words and making meaning so that reading is automatic and accurate an achievement called fluency.

Reading assessments Reading assessments are used for many purposes… • Reading Proficiency assessment (standardized testing) • Assessment of classroom learning • Assessment for Learning • Assessment of curricular effectiveness • Assessment for research purpose

Evaluation Technic

Major components abilities for reading 1.

Fluency and reading speed

2. Automaticity and rapid word recognition 3. Search processes 4. Vocabulary knowledge 5. Morphological knowledge

6. Syntactic knowledge 7.Text-structure awareness and discourse organization. 8. Main-ideas comprehension 9. Recall of relevant details 10. Inferences about text information

Tips to assess reading

1. Have students read aloud in class and evaluate their reading. 2. Keep a record of student responses to questions in class after a reading.

Evaluation Technic 3. Keep notes on student participation in class discussions on a reading. 4. Observe what reading material is read during free reading.

5. Observe how much time students spend on tasks during free reading. 6. Have students do paired readings and observe. 7. Observe students reading with an audiotape or listen to an audiotaped reading.

Standardized reading assessment task formats

Evaluation Technic Rubrics They are often used to grade student work but they can serve another, more important, role as well: Rubrics can teach as well as evaluate.

Cloze: Assessment consisting of a portion of text with certain words removed (cloze text), where the participant is asked to replace the missing words.

Gap-Fill A gap-fill test is an exercise in which words are removed from a text and replaced with spaces. The learner has to fill each space with the missing word or a suitable word.

Evaluation Technic sentences, with just a word or phrase, a short numerical answer, or (occasionally) a simple graph.

SHORT ANSWERS Here students need to be short with their answers or they can answer in a couple of

Multiple choices It is a form of assessment in which respondents are asked to select the best possible answer (or answers) out of the choices from a list.

Sentence Completion Provide respondents with beginnings of sentences, referred to as â&#x20AC;&#x153;stems,â&#x20AC;? and respondents then complete the sentences in ways that are meaningful to them.

Evaluation Technic Matching It consists in matching with a line the correct answer.

Free recall Evaluation of the reach or advertising effectiveness of print media in which a subject is asked to recall advertising messages he or she remembers.

Informal reading Assessment tasks.

Help teachers to observe studentsÂ´ performance While they are reading the teacher can listen the tone Of the voice, the pronounciation and the comprehension Of the lecture.

Evaluation Technic

Portfolios Involve evaluation of student progress, strengths, and needs using a systematic and ongoing collection of studentsâ&#x20AC;&#x2122; work samples and different measurements

Records In reading, it is used to record the tone, voice and the intonation when Students read.

Activities

Evaluation Technic http://www.oswego.org/ocsdweb/quiz/mquiz.asp?filename=jwildemainidea

Reading Comprehension http://www.henryanker.com/Language/Reading/ReadingComprehension 2e.swf

Evaluation Technic

Evaluation Technic Testing Reading has a Process in the student`s brain because use the comprehension, coordinate, identify words and have their point of view or ideas. The students develop the fluency of reading and the knowledge where you can use some types of evaluation.

TESTING GRAMMAR

Evaluation Technic

When work the testing grammar

Many pedagogical grammars are formal, comprising morpho syntactic rules from traditional and structural linguistics and, to a lesser extent, from Generative Linguistics. According to Chomsky (2004), a faculty of language must provide first, a structured inventory of possible lexical items (the core semantics of minimal meaning-bearing elements) and second, the grammatical rules or principles that allow infinite combinations of symbols, hierarchically organized. The grammatical principles provide the means to construct from these lexical items the infinite variety of internal structures that enter into thought, interpretation, planning, and other human mental acts.

Evaluation Technic

Testing grammar it is the process it the student used the correct grammar in different ways or times.

Evaluation Technic

TESTING LISTENING

Evaluating speaking may be troublesome at some point, for this itâ&#x20AC;&#x2122;s necessary to stablish what you want to evaluate; at the same time ask students to participate in the elaboration of the testing rubric in order for them to set their own goals and set standards for themselves. By doing this you will avoid arbitrary and biased oral evaluations. Listening Process 1.

Processing Sound/Perception Skills

Processing Meaning/Analysis Skills

Processing Knowledge and Context / Synthesis skills

How are listening skills assessed? 1. The Listening Stimuli 2. The Questions 3. The Test Environment

Evaluation Technic

How should assessment instruments be selected or designed? 1. Identifying the appropriate instrument. 2. Design an Assessment instrument. 3. Seek out a pertinent developed test.

Testing of Listening

2. Dictation

Comprehension

3. Real World Listening Tasks

1. Testing of Passive Skills a. Sentence level listening comprehension b. Beyond the Sentence

Evaluation Technic

Variables Affecting and Effecting Successful Listening 1. Noise 2. Equipment 3. Repetition 4. Content

Testing Phoneme Discrimination 1. Testees look at the a picture and listen to four words and decide which word is the object in the picture. 2. Testees listen to a spoken sentence and are asked to identify which one of four similar words were used.

Evaluation Technic 1. Testees listen to a sentence and must indicate what word carry the main stress. 2. Testees listen to a statement and choose from three interpretations.

Understanding Sentences and Dialogues 1. Single sentence which testees listen to and four written statements to choose the one closest to the original spoken sentence.

Spoken: I had hoped to visit you while I was in New York. Written: A. I was in New York but did not visit you. B. I will be in New York and hope to visit you. C. I visited you in New York and hope to again. D. I am in New York and would like to visit you. Understanding Sentences and Dialogues 2. Testees listen to an utterance and chose from among four responses the most appropriate response

Evaluation Technic

Evaluation Technic Testing listening is the Process where the student develop the skills of listening the Sounds, the comprehension, and to relate the information that received.

TESTING VOCABULARY

TESTING SPEAKING It’s easy to test Listening and Reading •

Multiple Choice

•

True / False

•

Fill in the blanks

•

Matching

Evaluation Technic

â&#x20AC;˘

But what about Speaking Do you know how to evaluate speaking? I assess my students speaking skills by.. ________________________________. The criteria I used to assess students Communication skills are _____________. The problems and challenges I have with Evaluating my students skills are _______.

Evaluation Technic

Tradicional speaking Assessment  Not done at all due to limited time constraints and knowledge of testing.  Artificial with limited feedback.  The criteria to assess students’ communication skills are vague and subjective, leading to inconsistencies.  No uniform assessments done between levels in language programs.  Limited teacher collaboration. Ficus on Language Structure 1. Linguistic Competence: Uses grammar accurately with variety? Adequate vocabulary? “Clear” pronunciation?

Evaluation Technic 2. Functional Competence: Answers the question Completely and logically? 3. Strategic Competence: Can use repair strategies when conversation breaks down? 4. Sociolinguistic/Cultural Competence: Uses language appropriate to the situation?

In order to communicate effectively and be understood speakers….  Individual sounds – consonants, vowels, diphthongs such as in day and triph thongs such as in here.  The stressed and weak sounds in words; for example, the second syllable of 'banana' is stressed and the first and third are weak.  The stressed and weak words in speech; for example, in the order "Go to bed!" 'Go' and 'bed' are stressed and 'to' is not.  The intonation patterns in speech, falling, rising, flat, etcetera  The features of connected speech, i.e. things that happen when we connect sounds together.  For example doesn’t, linking sounds such as the /j/ in 'I am', lost sounds such as the /t/ in 'I don’t know', and changed sounds such as the /t/ in 'white bag' changing to a /p/.

Evaluation Technic

Following the rules of language Ability to understand and follow the rules of language at a word, sentence and text level:  Choosing the right vocabulary. Speakers need to think about the meaning of a word, its connotations, the level of formality, the type of register and genre, and the words it normally goes with (collocations).  Using grammar structures to put clauses and sentences together.  Using features of discourse to give long and short turns cohesion and coherence. For example, speakers need to use referencing "This is the problem" and connectors "so...".

Communicative functions  Speakers need to be able to recognize, understand and use the communicative functions of speech. This includes:  Understanding the communicative functions of vocabulary and grammar. why this is a normal exchange?:

Evaluation Technic  A: "Did you walk the dog today?"  B: "I’ve been in bed all day with a cold.“ Or what a speaker means when he says: "Do you know who I am?"

 Understanding the functions of intonation and moving stress.  For example, intonation and stress can show attitude: "Oh, really?“  Emphasis: "I said three bananas", and structure, e.g. a falling intonation at the end of a list of items.  Recognizing features such as repetitions, re-phrasing, pauses, and noises and understanding their function.  Recognizing non-linguistic features such as changes in volume and tone.

Social meaning of speech This includes thinking about:  When to use formal and informal language.  What connotation language might have, for example the difference between thin, slender and skinny.  How direct they can be, for example when to say; "Help me with this." and when to say; "Would you mind helping me, please?“

Evaluation Technic  What social factors are important, e.g. social statuses, age, gender.  The rules to start, maintain, manage, and close conversations.

Common Speaking Tasks in Language Classrooms  Classroom participation  Pronunciation  Vocabulary  Weekly digital voice journals with  Audio/video prompts  Class presentations/debates  Questionnaires/ fieldwork  Group oral testing and peer evaluations

Evaluation Technic How to evaluate Pronunciation How can I assess a student’s pronunciation concisely without giving a “made up” grade? •Narrow the focus area or items to make it meaningful and measurable.

How can I measure a student’s ability to use word stress correctly? • Written: Write how many syllables are in this word and indicate word stress: peninsula 4 | 2 • Speaking: Look at this picture/map and describe five geographic features of this area.

Using language cards to measure speaking skills Focus on the use of grammar and vocabulary in short sentences.

Evaluation Technic

Worried (present possibility) The man _______ . . . The woman ____ . . .  The man might be worried because his  girlfriend found his cellphone unlocked.  The man might have something compromising in it.  His girlfriend might be jealous. Assessment Criteria:

Assessment Criteria: Grammar Accuracy (modal of present possibility) 3 -2- 1- 0 •Grammar Variety (modal of present possibility) – 3- 2- 1- 0

Evaluation Technic • Task (complete three ideas) - 3 -2- 1- 0 • Word Choice - 3- 2- 1- 0 •Pronunciation (Word Stress/Adjectives) – 1 0

How to develop a grading scale… 1. Determine what skills need to be evaluated. 2. Develop clear criteria for judging students' work. 3. Collaborate with others to build consistency throughout your program. 4. Expect to learn by trial and error. What is a Rubric It is set of scoring guidelines that evaluate students' work and provide a clear teaching directive. Rubrics are a powerful, authentic tool used to assess students' work. This scoring tool lists specific criteria for a project or piece of work. The criterion helps students to have a concrete understanding and visualization of "what counts".

Evaluation Technic Formats of a rubric may include analytical and holistic.. Analytical Rubrics •

Break down the various objectives of the final product into specified components

•

Evaluate individual components independently

•

Possess extra details that allow multiple grades to emphasize the same criteria

Evaluation Technic Holistic Rubrics •

Assess students' work globally "as a whole“

•

Often use anchor points that assign value to specific descriptions or performances which contribute to the whole

•

Have fewer details to analyze, and are easier to integrate into the schema of younger students

•

Do not provide detailed information about students' performance in specified areas within the assignment

Weighted Rubrics •

Typically are a form of an analytical rubric.

•

Judge certain concepts more heavily than others For example, if a teacher stresses the plot of a story, he or she might

Evaluation Technic consider weighing the plot segment of the rubric more heavily than the setting, character, or mechanics. â&#x20AC;˘

Focus attention on specific aspects of an assignment

Why Use Rubrics? They make assessing the students' work efficient, consistent, objective, and quick. Rubrics provide students with a clear understanding of what is expected of them. Students have concrete directions about what makes a good project, a good speech, role play etc..

Evaluation Technic Rubrics provide students with valuable information about the degree of which a specific learning outcome has been achieved. They provide students with concrete feedback that displays areas of strength and areas in need of improvement.

Evaluation Technic

Testing Vocabulary Why test vocabulary? “Why test anything?” Thornbury explains that similarly we could ask about anything. The main reason for testing is that it gives us information about how well our students proceed in their learning of English. It gives a useful feedback to both teachers and students. In addition, when the teacher announces her students that a vocabulary test is coming in a period of time, they will probably start to study the vocabulary harder than before, so it will have a positive effect (129). In general, testing helps to “recycle” vocabulary as well as to consolidate it.

TESTING 1. Basic division of tests Standardized and non-standardized tests • Standardized tests are those tests which were prepared by a team of professionals which means that they are highly reliable. • Non-standardized tests are those prepared by an individual teacher according to what she wants to cover in class. This means that the tests are not as reliable as standardized tests but still they play an important role in lessons (Berka, Váňová 10).

Evaluation Technic Reasons for testing There are many reasons for testing which authors of different methodological books present and they divide them according to various criteria. The most common reason is that tests show a kind of ability. We need tests to find out the level of some knowledge of something. According to Hughes “it is difficult to imagine British and American universities accepting students from overseas without some knowledge of their proficiency in English. The same is true for organizations hiring interpreters or translators. They certainly need dependable measures of language ability ” (4). We cannot avoid testing almost anywhere, Mcnamara says that “language tests play a powerful role in many people ́s lives, acting as gateways at important transitional moments in education, in employment, and in moving from one country to another ” Finding out about learning difficulties Teachers can learn about students ́ problems with the language through tests. Such tests are called diagnostic tests and are used mainly for finding out student ́s difficulties. The test must be well-prepared so that it could really find out what students do not know. The best time for such a test is at the beginning of a course or a school year (Heaton 11-12). Finding out about achievement For this we use so called achievement tests which are tests covering a large amount of curriculum, for example, they may test whole year or even several years of study. For teachers at elementary or secondary schools these kinds of tests are very difficult to prepare, because of the big amount of curriculum covered through whole year or several years and teachers do not know what to put into the test and what not to as everything seems important to them. How to write tests Should we create our own test? I depends mainly on the teacher which alternative she prefers. In shops you can buy many books with tests but according to my experience, you often cannot use them straight away, you have to adapt them somehow for your students. They can, for example, contain vocabulary that your students do not know and students would definitely protest. However, these tests are a big source of inspiration and therefore very useful to have in your school. Marking  . Decide exactly how you will assess each section of the test and how weighting (percentage of the total grade) you will give it.

Evaluation Technic Interest  . Try to go for interesting content and tasks, in order to make the test more motivating for the learners. Heterogeneity  . The test should be such that lower-level students can feel that they are able to do a substantial part of the test, while the higher-level ones have a chance to show what they know (Ur 42). Types of tests Frost distinguishes between types of tests and types of tasks . He presents four types of tests which are a proficiency test, an achievement test, a diagnostic test and prognostic test. The first two types have already been discussed in the chapter Reasons for testing. Diagnostic tests Analyze what the learners are good at and bad at. In compliance with this information, the teacher adapts her teaching strategy (Hughes 13). Prognostic tests Discover how a learner will be successful in a course or if he or she is able to attend such a course.(Frost, Test Question Types) There is a review of types of tasks which will be specified later on: •multiple choice • cloze test • dictation • true/false • questions and answers • gap-filling • transformation • rewriting • matching • error correction • essay • translation • rearranging words

Evaluation Technic • Information transfer Here is another way of writing a test. 1) Choose the type of the test you want to make such as progress test or placement test. 2) Write down what you want to put into the test, for example simple tense etc. 3) Decide about the length, format. 4) Prepare some suitable exercises or texts. 5) Give appropriate weight to the individual parts of the test. 6) Create the test. 7) Focus on the instructions and sample answers. 8) Think about the marking scale. 9) Write a key to the exercises. 10) Write a more detailed key for those tasks where more options are possible. 11) Write the test with your students. 12) Interpret the test results and decide what was good and bad about the test (Frost, test writing). Heaton explains in several steps how to write a test. According to his strategy I have tried to prepare a test framework covering one unit from Headway Elementary:

Grammar:  there is/are  prepositions of places  some/any + countable nouns

Vocabulary:

 things in the house  places, food and drink  The other step is to give percentages to each item. I decided to devote 60% to grammar and 40% to vocabulary, then I divided them this way.

Grammar:  there is/are 25%  prepositions of places 20%  some/any + countable nouns 15%

Vocabulary:

 things in the house 20%  places, food and drink 20%

Evaluation Technic

Testing Vocabulary is when how much vocabulary knows the student measures by listening or reading or writing the meaning of any word. The teacher can use any rubric for the evaluation as a tool. MODEL TESTS FOR ALL SKILLS UNIVERSIDAD MARIANO GĂ&#x20AC;LVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS Sample Reading Test READING COMPREHENSION Read the passages and choose the correct options according to the readings.

Evaluation Technic One of my favorite vacation places is Mexico. I really like the weather there because it never gets cold. The people are very nice too. They never laugh at my bad Spanish. The food is really good. Mexico City is a very interesting place to visit. It has some great museums and lots of fascinating old buildings. The hotels are too expensive to stay but there are more affordable options. For example, you can stay at one of the beach resorts like Acapulco. If you are planning to visit Mexico, you should definitely see the Mayan temples near Merida. 1.

There's a lot to see and do in Mexico

Sam likes warm weather Sam doesn't like warm weather at all

There aren't a lot of beautiful places in Mexico

Sam hates warm water

Mexico is a dirty place

Sam likes cold weather

Tourists never come to Mexico

4. His Spanish is very good

Hotels are very cheap in Mexico

He speaks Spanish very well

The hotels aren't comfortable there

He is Spanish He doesn't speak Spanish very well

Hotels are all poor in Mexico The hotels in Mexico are pretty expensive

3. Last summer, we decided to spend our vacation at the beach because the weather was very hot in the mountains. The travel agent said that traveling by bus was the cheapest way, but we went by plane because it was faster. We wanted to have more time to spend at the beach. The weather was beautiful and we had a great time. 5. We decided to go to the beach because ----.

it was cheaper than going to the mountains

Evaluation Technic the travel agent said that it was the cheapest

warm cold

of the hot weather in the mountains we wanted to spend time at the beach 6. The bus was the ---- way to travel. best easiest cheapest slowest 7. Traveling by plane was ---than by bus. more fun cheaper expensive faster 8. We ---- our vacation. hated didn't like enjoyed regretted 9. We had very ---- weather during our vacation. good hot

Evaluation Technic ADVERTISEMENT TEST TV Effects on Children Answer the questions according to the reading A recent opinion poll discovered that many people were very concerned about the amount of sex and violence depicted in movies, television shows, and popular music. This poll also discovered, however, that most people thought that individuals should take responsibility to correct the problems. The vast majority favored such solutions as tighter parental supervision, warning labels on records, and voluntary self-restraints by entertainment companies. Only 27 per cent favored government censorship. At the same time, there was growing concern about the impact of television on children. Research has shown that by the time our children reach age 18, they have spent more time watching television than in school. The problem was that our television system was attuned to the marketplace. Children are treated as a market to be sold to advertisers at so much money per thousand eyeballs. 1. According to the reading, to prevent the bad effects of television, only a minority ----. A) support individual action B) say parents should supervise their children C) believe in the necessity of censorship applied by governments D) think television companies have to control their own broadcasting E) require the records be put labels

2. It is stated in the passage that ----. A) many people think pop music videos are not so violent as movies B) movies today are a good means to show the young the possible dangers awaiting for them in the real world C) parents believe there should be more TV shows on

Evaluation Technic television suitable for the young's sexual education D) television has covered more place in an eighteen-year-old teenager's life than school E) parents believe schools are the places where our children first learn what violence is

3. It is emphasized in the reading that ----. A) many children have eyesight problems due to watching television excessively B) children are a main focus of the advertisers C) there are not enough advertisements on television D) our television shows should be designed according to our children's preferences E) children should learn what to watch on television at school

REGULATION READINGS Bringing up Children Answer the questions according to the reading passage. In bringing up children, every parent, regardless of ethnicity, income, education, or geographic location, watches eagerly the child's acquisition of each new skill. However, it is often tempting to hurry the child beyond his natural learning rate, which can set up dangerous feelings of failure and states of worry in the child. This might happen at any stage. A baby might be forced to use a toilet too early, a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural enthusiasm for life and his desire to find out new things for himself. Parents vary greatly in their degree of strictness towards their children. Some may be especially strict in money matters. Others are severed over times of coming home at night or punctuality for

Evaluation Technic meals. In general, the controls imposed represent the needs of the parents and the values of the community as much as the child's own benefit. 1. According to the passage, in the process of children's learning new skills, parents ----. A) must encourage them to read before they know the meaning of the words they read B) should achieve a balance between pushing them too hard and leaving them on their own C) never expect too much of their children D) should create as many learning opportunities as possible for themselves E) must exert strict control over the children

2. It is pointed out in the reading that ----. A) parents should be strict with their children B) parental controls reflect only the needs of the .parents and the values of the community C) parents must maintain strict control over their children's pocket money D) parents often enforce strict regulations on their children's eating habits E) parental restrictions vary, and are not always enforced for the benefit of the children alone

3. As we understand from the passage, watching the child's acquisition of new skills ----. A) sets up dangerous states of worry in the parents

Evaluation Technic B) is universal among parents C) ensures the security of their children D) will make him lose interest in learning new things E) is what parenting is all about

TESTING LISTENING https://www.flocabulary.com/test-taking-vocabulary/

Your honor, I'd like to cross-examine the witness. "Oh boy, here it comes. This guy." I have a few questions for you, sir. I think we're going to get to the bottom of what really happened. You accuse my client of stealing your car, Please ________ everything you saw. Get specific with the details, don't be vague, "I saw Rod in my yard right around 8." And how did you ________ or recognize Rod? _______ or tell me why, 'cause that seems odd. "Yeah, I could see his shirt, and I could see his hat," What color was his hat? "I think it was black." So you took an educated guess, ________, That Rod was the person you observed? "Yeah," Well let's _______ this line of thought, Say more about why you thought it was Rod. "I know Rod's a punk, with metal in his ear, Punks break the law, c'mon that's clear." So you're judging and __________ my client, Based on his earrings and his personal style? Well, let me _______ ______ ________, Say how things are different or the same in fact:

Evaluation Technic A good witness watches carefully, Is he judging? Nah, just barely. A bad witness jumps to conclusions, Makes up his mind quickly, that's foolish. Just because Rod is a toughish guy, That doesn't explain why or _______ your accusation. They've got me on a trial, For a crime I didn't do. I'm a witness to disaster, Tell me, do they know the truth? (x2) So, let's get back to the case, Just follow my directions, do what I say. _______, _________, quickly retell what happened. "I saw a guy in my yard, and then action: He smashed the Jeep window with a brick, I knew what would happen next, I could _______ that He hot-wired my car, lickety-split, Put it in reverse and he drove off quick." You _________ it was Rod based on his t-shirt? You came to that result from the facts that we heard? "Well it was sort of dark." Right. "And I don't see good, But he's the only punk kid I know in the neighborhood." The way you _________ or make sense of the facts Is insane, and everyone in this room knows that. The facts don't support your conclusion, They aren't ________ of what Rod's been doing. I could _______ your story, break the parts down, But on that night, Rod was out of town. "He was?" He was at a punk festival in California, And I stole your car! Yeah, it was the lawyer! They've got me on a trial, For a crime I didn't do. I'm a witness to disaster, Tell me, do they know the truth? (x3)

Evaluation Technic

PROFREADING MARKS FOR ESSAYS

Writing an Essay Revising (corrected by a partner) EXAMPLE OF ESSAY An Amazing Experience (Narrative)

It was 6:00 o´clock in the morning, the weather was cold and the streets were crowded. Each one of us started to arrive to the place where we were going to do our Mini Congress. We were ready to start with the activity that we had planned a couple of weeks ago. Definitively, it was the day! The day we had been waiting for so long! It was 7:00 o´clock in the morning and we were nervous, sleepy and hungry waiting anxiously for the participants to arrive. Finally, the first participant arrived. It was really exciting to see her coming to the registry table. A couple of minutes passed and some other participants arrived. We were really happy. So, it was time to begin with the Opening Ceremony. We started with the National Anthem. Then San Miguel Petapa’s Mayor gave a brief speech. After he gave his speech we were ready to begin with the conference. Any Luna gave a really interesting conference related to Technology and the 21st Century Skills. Everybody present really enjoyed it.

Evaluation Technic After the Opening Ceremony and the Opening Conference we had time to enjoy a coffee break. It was delicious! Then it was time to start with the workshops we had prepared for the participants. We prepared five workshops, and the participants were allowed to choose two of the workshops they liked the most. In the first round, just three of the five workshops were given due to attendance. For the second round, we agreed to have just three workshops. The participants seemed to be really happy with the activity. During the workshops they shared about their experiences at the same time that they were learning new strategies to apply in class in order to help their students learn better. It was really pleasant to see all of those teachers enjoying what we had planned for them. Finally, the participants were asked to fill in a survey related with some important aspects about the activity. After participating in the survey, they received a diploma for having attended and participated in our MiniCongress. After all of this, we were ready to go home! As a result we can say that it was an Amazing Experience!

An Amazing Experience (Narrative)

It was 6:00 oÂ´clock in the morning, the weather was cold and the street were crowded. Each of us started to arrive to the place where we were going to do our Mini Congress. We were ready to start with the activity we had

100

Evaluation Technic planned during a couple of weeks ago. Definitively, it was the day! The day we were waiting for so long! It was 7:00 oÂ´clock and were nervous, sleepy and hungry waiting anxiously for the participants to arrive. Finally, the first participant arrived. It was really exciting to see her coming to the register table. A couple of minutes passed and some other participants arrived. We were really happy. So it was time to begin with the Opening Ceremony. We started with the National Anthem. Then San Miguel Petapaâ&#x20AC;&#x2122;s Mayor gave a brief speech. After he gave us the speech we were ready to begin with the conference, Any Luna gave a really interesting conference related with Technology and the 21st Century Skills we and the participants really enjoyed it. After the Opening Ceremony and the Opening Conference we had time to enjoy a Coffee Break. It was delicious! Then it was time to start with the workshops we had prepared for the participants. We had prepared five workshops, and the participants were allowed to choose the workshop the like the most. In the first round just three of the five workshops got participants. On the second round, we agree to have just three workshops. The participants seemed to be really happy with the activity. During the workshops they shared about their experiences at the same time that they were learning new stuff to try in class in order to help their students to learn better. It was really pleasant to see all of those Teachers enjoying what we had planned for them. Finally, the participants were asked to fill in a survey related with some important aspects about the activity. After participating in the survey,

101

Evaluation Technic they received a Diploma for having attended and participated in our MiniCongress. After all of these we were ready to go home! So we can say that it was an Amazing Experience!

102

Evaluation Technic

DIAGNOSTIC TESTS FOR ALL SKILLS Diagnostic Skills Knowledge and experience required in identifying and understanding causeand-effect relationships between symptoms and their underlying source(s). In-depth evaluation with a relatively narrow scope of analysis, aimed at identification of a specific condition or problem.

PRETEST

AND THE POST TEST

Every clinical encounter begins with an initial clinical impression, a subjective pretest probability of disease. The ultimate goal of all diagnostic testing is to refine this pretest probability to the point where the teacher can confidently make a treat or no-treat decision. Each diagnostic test whether it is an examination results in a change in the teacherâ&#x20AC;&#x2122;s probability of disease, the posttest probability. The degree to which a diagnostic test increases or decreases the probability of disease from pretest to posttest represents utility of the test as measured by its operating characteristics.

Diagnostic test after made the test the teachers have to analyze or identify the understanding cause- and effect of the specific condition or problem of the student. You can use the pretest and the post test.

103

Evaluation Technic

ORGANIZERS (C-MAPS)

104

Evaluation Technic

105

Evaluation Technic

106

Evaluation Technic PRE TESTS FOR ALL SKILLS It is used

the first test that the teacher gives to the students.

POST TESTS FOR ALL SKILLS It is used

the test that the teacher gives to the students

OWN TEST

107

Evaluation Technic

BENCHMARKING Benchmarking is the process of comparing your performance to that of other leading organizations, groups or communities. Typically it involves the use of specific measures that give an 'apples to apples' comparison, and is often used as a longitudinal measure of change. A number of community benchmarking tools have been established, including Community Development Capacity Index; Community Wellbeing Monitor, Clean Communities Assessment Tool; and Easy Data (for South Australian indicators). It is used when you need an objective measure of results. And you need to know How to establish measures that provide good indicators of what you`re trying to understand. The prerequisites of Benchmarking frequently involves surveys, so training and experience in survey design and application is important if the results are to be rigorous and meaningful. The resource implications are the time setting up measures, recruiting research participants, undertaking surveys, analyzing and writing up findings. There are some examples: A Guide to Implementation and Benchmarking for Rural Communities The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, and national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital for family status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) Program, a Presidential initiative designed to provide economically depressed rural areas and communities with real opportunities for growth and revitalization Its mission: to create self-sustaining, long-term economic development in areas of pervasive poverty, unemployment, and general distress, and to demonstrate how distressed communities can achieve self-

108

Evaluation Technic sufficiency through innovative and comprehensive strategic plans developed and implemented by alliances among private, public, and nonprofit entities. Develop a Work Program Implementation begins with a completed strategic plan. You have to develop one and this are development mission areas publishes a companion guidebook called A Guide to Strategic Planning for Rural Communities, which may be helpful. If your strategic plan was developed some time ago, review it carefully and see if it needs to be updated. Everything that you do toward developing your community should flow from the plan, so make any needed changes now. Your plan should contain the following major elements:    

Vision Statement Community Assessment Goals Strategies

Evaluation Process Your strategic plan should contain goals and strategies for a 10- to 50-year period. Everything cannot be done at once, so divide the plan into several programs of work -- a 10-year plan into five 2-year work programs. Each 2year work program describes what will be done, who will do them, to or with whom, at what cost, and how success will be measured. Step 1. Select Problems/Opportunities Review the problems and opportunities that you ranked highly in your strategic plan. Which problems are most urgent, important, or timely? Do you have enough information about each of these problems, or need additional study and research? If you need more information, include the cost of a study in your first budget. Select the problems/opportunities that you want to address in the next 2 years.

109

Evaluation Technic Start with a smaller work program until you have the experience and confidence to do more. If you try to do too many things, you may not do any of them very well. Your work program should include items that are most critical or those that will be most effective. It is also very important to have some early successes so that people in the community will feel confident about the process. Step 2. Select Goals and Strategies For problems/opportunities that you selected, what goals and strategies have you identified? You may have more than one strategy for a goal. Decide which strategies you want to implement in the next 2 years. Are there any major obstacles For a definition of a “strategic plan” as well as many other terms used throughout this guidebook, that would make it difficult to complete a strategy now? Consider these issues before moving ahead. Examples include: •Does the strategy attack the root causes of a problem? •Is it a powerful method for change? •Does it involve partnerships among different community groups? •Will the strategy promote community empowerment in decision making? •Will the strategy distribute benefits widely in the community (Consider age, gender, race, income, and disability)? •How will the strategy affect the community’s economic diversity and vitality? •How will the strategy affect the community’s self-reliance and vulnerability to outside influences (e.g., global trade, severe weather, economic downturns, absentee business owners)? •How will the strategy affect the community’s resilience or ability to adapt to changing circumstances? •How will the strategy impact existing public services, such as schools, police, roads, water, and sewer? •What is the net impact on community finances (revenues vs. long-term costs)?

110

Evaluation Technic •How will the strategy affect the community’s natural resources (air, water, energy, and land)? •Will the strategy enhance the efficient use of community resources (financial, man-made, and natural)? •How much waste or pollution will the strategy create? •What will be the cumulative effect of this and other related actions (e.g., approving a subdivision may contribute to a gradual loss of farmland.)? •How will this action further the community’s long-term vision and goals? •What impact will this action have off-site (in neighboring communities or within the larger region)? •How much risk does this action involve? Consider whether it puts all of the community’s eggs in one basket or if some aspects of the action could succeed while others do not. Step 3. Create Benchmarks The next step is to decide which strategies you will benchmark. In the process, choose your own performance measures and track your progress in achieving them. This will help you know when you have achieved the desired results. Benchmarks are strategies for which you will measure results. The diagram below shows how the phases of the community development process are connected. The following page contains a flowchart of the steps within each phase. The Community Development Process Implementation Evaluation The Community Development Process is divided in three : PHASE I PHASE II PHASE III

111

Evaluation Technic Strategic Planning Implementation Monitoring (Steps 1-10) and Evaluation Vision/Values Rank Problems & Opportunities Analyze Resources Community Assessment Determine Long-term Goals Select Strategies. 1) Select Problem(s) 2) Select Goal(s) 3) Create Benchmarks 4) Select Indicators 5) Establish Baseline 6) Set Target 7) Benchmark Leader 8) Identify Tasks/Projects 9) Identify Funding 10) Identify Other Resources 11) Repeat Steps Benchmarking 12) Worksheet Final Outcome 13) Evaluation Output 14) Evaluation Process 15) Evaluation Financial 16) Accountability Decide which strategies should be stand-alone benchmarks and which should be grouped under one benchmark. A benchmark usually involves a number of smaller Projects and tasks, such as applying for funding or preparing a plan. If you select an extremely large number of benchmarks, you may have difficulty tracking them

112

Evaluation Technic

Monitoring and Evaluation 1. Monitoring As the strategic plan and work programs are being implemented, your lead organization should track what is going on with all benchmarks. The lead organization is responsible for maintaining good communication with all the partners in the community development process, tracking the use of money, and keeping the entire community and other partners updated about current activities. Some plan: 1. 2. 3.

of the lead organizationâ&#x20AC;&#x2122;s responsibilities are described in the strategic Continuing public involvement Annual progress reports Strategic plan review and amendment

In addition, a work program should describe how the community will do the following things: 1. Benchmark review and amendment 2. Financial accountability 3. Benchmark Review and Amendment.

113

Evaluation Technic

To be effective at benchmarking for the purposes of community and economic development follow these guidelines. 1. Understand your community. Know what community and economic development activities are underway. Understand who is responsible for the different development initiatives â&#x20AC;&#x201D; local government, the Chamber of Commerce, the Economic Development Organization.

2. Involve all stakeholders. The comparative nature of benchmarking and the likelihood that no single person can know about all the activities in the community makes it important to include stakeholders in the benchmarking process. Furthermore, involving stakeholders can expand their understanding of how they fit into the community and economic development agenda.

3. Evaluate/Assess both results and processes. Donâ&#x20AC;&#x2122;t just look at the numbers, sales tax revenue, employment, and income, evaluate the organizational infrastructure of the community.

114

Evaluation Technic 4. Develop appropriate performance indicators. Look at only those development activities that matter. Not everything, in the CDCI is applicable to every community; more likely, there are many activities that are not included in the CDCI, but are important to the development practices in your community. 5. Benchmark appropriate partners. Benchmarking compares performance to that community which is considered to be doing very well at community and economic development. It is important to choose a like community, that is doing very well and then investigate what factors contribute to their success. Promote a new culture. For benchmarking to be successful, community leaders need to promote a climate which is comfortable with the notion of comparison. It is important for community leaders to not feel threatened by communities that are doing better then they. The information gathered from this tool cannot focus on inferior performance, but rather on issues related to innovative practices.

115

Evaluation Technic

CONCLUSION

 I think that assessment and testing are contrasted, and assessment is defined as an ongoing strategy through which student learning is not only monitored, but by which students are involved in making decisions about the degree to which their performance matches their ability.  It is important how use the alternative assessment, authentic assessment, and portfolio assessment are described, and suggestions are offered for why these methods are beneficial.

 Evaluating speaking may be troublesome at some point, for this it’s necessary to stablish what you want to evaluate; at the same time ask students to participate in the elaboration of the testing rubric in order for them to set their own goals and set standards for themselves. By doing this you will avoid arbitrary and biased oral evaluations.

116

Evaluation Technic

APPENDIX

117

Evaluation Technic

E-GRAPHY http://www.ncrel.org/sdrs/areas/issues/methods/assment/as8lk30.htm http://www.learnnc.org/lp/pages/7041 http://www.nclrc.org/essentials/assessing/alternative.htm http://www.teachhub.com/40-alternative-assessments-learning http://www.side8.com/memorize.html http://www.grammarbank.com/reading-comprehension-test.html http://www.grammarbank.com/reading-comprehension-practice.html http://www.grammarbank.com/english-vocabulary-exercises.html http://www.grammarbank.com/bringing-up-children.html http://www.rurdev.usda.gov/rbs/ezec/Pubs/benchmark.pdf http://www.ag. uiuc.edu/~lced/surveys/. http://www.businessdictionary.com/definitiondiagnostictest.html# ixzz3K9yJ5ITw http://www.businessdictionary.com/definitiondiagnosticskills.html#ixzz3K9ycaXa8 http://is.muni.cz/th/152699/pedf_m/Testing_vocabulary.pdf “Multiplechoice”. Pearsonlongman.com . 15 Sep 2008. Pearson Education. 25 November 2008 http://www.pearsonlongman.com/exams/teachers/multichoice.html Frost, Richard. “Test writing ”. Teaching English . 20 Sep 2008. British Council/BBC. 20 February 2009 <http://www.teachingenglish.org.uk/think/articles/test-writing>.

118