EVALUATION TECNIQUES FINAL PORTFOLIO SHORT DESCRIPTION This portfolio is a compilation of the work done in the testing learning process of the class, in addition to a personal investigation and comments, which were the result of the practical application of the theory studied.
Gina Fiorella Lavagnino Viaud
Universidad Mariano Gálvez de Guatemala Escuela de Idiomas Profesorado en enseñanza del inglés (profesionalización) Evaluation Techniques Licda. M.A. Celeste Lemus
Final Portfolio
Gina Fiorella Lavagnino Viaud Carne: 5076-15-21480
Contenido Introduction ........................................................................................................................................ 5 Testing................................................................................................................................................ 6 Testing Reading Skill ................................................................................................................... 8 Reading skill presentation ....................................................................................................... 8 Reading skill summary ........................................................................................................... 17 Reading skill model test ......................................................................................................... 20 Reading skill pre-test results ................................................................................................. 27 Reading post-test results....................................................................................................... 31 Reading skill reflection ........................................................................................................... 37 Testing Writing Skill .................................................................................................................... 39 Writing skill presentation........................................................................................................ 39 Writing skill summary ............................................................................................................. 48 Writing skill model test ........................................................................................................... 51 Writing skill diagnosis-test ..................................................................................................... 54 Writing skill reflection ............................................................................................................. 57 Testing Grammar ........................................................................................................................ 59 Grammar presentation ........................................................................................................... 59 Grammar model test .............................................................................................................. 71 Grammar post-test.................................................................................................................. 74 Grammar reflection ................................................................................................................. 76 Testing Listening Skill ................................................................................................................ 78 Listening skill presentation .................................................................................................... 78 Listening skill diagnosis test.................................................................................................. 84 Listening skill post-test........................................................................................................... 89 Listening skill diagnosis test answer keys .......................................................................... 94 Listening skill post-test answer keys ................................................................................... 98 Listening test results ............................................................................................................ 102 Oral presentation Rubric...................................................................................................... 104 Rubric for Multimedia Presentations.................................................................................. 104 Listening skill reflection ........................................................................................................ 105 Testing Vocabulary................................................................................................................... 107 Vocabulary presentation ...................................................................................................... 107
Vocabulary summary ........................................................................................................... 117 Vocabulary model test ......................................................................................................... 120 Vocabulary diagnosis test ................................................................................................... 124 Vocabulary post-test ............................................................................................................ 127 Vocabulary reflection............................................................................................................ 130 Testing Speaking skill .............................................................................................................. 132 Speaking skill presentation ................................................................................................. 132 Speaking skill summary ....................................................................................................... 144 Speaking skill test-model..................................................................................................... 147 Part 1: Interview .................................................................................................................... 147 Part 2 ...................................................................................................................................... 148 Part 3 ...................................................................................................................................... 150 Speaking skill test ................................................................................................................. 152 Speaking skill reflection ....................................................................................................... 153 Conclusion. .................................................................................................................................... 154 Rubrics. .......................................................................................................................................... 155
Introduction
The evaluation course helps me to improve my evaluating technique in writing, reading, grammar, listening, vocabulary and speaking skills, it is also a tool that makes the teacher reflect to find his/her own strengths and weaknesses by practicing the construction of diagnosis assessments and post-tests . It is a positive experience of learning that supported the gradual development of the master teacher to minimize errors during a real class. Also practicing different classroom management and grouping techniques by applying a variety of activities during the presentations, let the teacher notice how important those techniques are.
The following portfolio aims to join together all the activities, assessments, presentations and models worked during the classes and the experiences developed in those moments. It is a recompilation of all the evidence that helped me in my classes and in my learning process in how to make good assessments, how to assess properly and how to evaluate and tabulate the results.
Testing
Testing Reading Skill Reading skill presentation https://drive.google.com/file/d/0B070ppYlwstrcTM1X0Z5UVAwem8/view
Reading skill summary
Reading skill model test Name: ____________________________________________ Code: ___________ Date: ______________________________________________________________
Reading Comprehension Test (Vocabulary in context)  
Read the following passage and answer the questions. Questions 1 through 7 refer to the following passage:
In the 16th century, an age of great marine and terrestrial exploration, Ferdinand Magellan led the first expedition to sail around the world. As a young Portuguese noble, he served the king of Portugal, but he became involved in the quagmire of political intrigue at court and lost the king's favor. After he was dismissed from service by the king of Portugal, he offered to serve the future Emperor Charles V of Spain. A papal decree of 1493 had assigned all land in the New World west of 50 degrees W longitude to Spain and all the land east of that line to Portugal. Magellan offered to prove that the East Indies fell under Spanish authority. On September 20, 1519, Magellan set sail from Spain with five ships. More than a year later, one of these ships was exploring the topography of South America in search of a water route across the continent. This ship sank, but the remaining four ships searched along the southern peninsula of South America. Finally they found the passage they sought near 50 degrees S latitude. Magellan named this passage the Strait of All Saints, but today it is known as the Strait of Magellan. One ship deserted while in this passage and returned to Spain, so fewer sailors were privileged to gaze at that first panorama of the Pacific Ocean. Those who remained crossed the meridian now known as the International Date Line in the early spring of 1521 after 98 days on the Pacific Ocean. During those long days at sea, many of Magellan's men died of starvation and disease. Later, Magellan became involved in an insular conflict in the Philippines and was killed in a tribal battle. Only one ship and 17 sailors under the command of the Basque navigator Elcano survived to complete the westward journey to Spain and thus prove once and for all that the world is round, with no precipice at the edge. 1. The 16th century was an age of great ______ exploration.
A. cosmic B. land C. mental D. common man E. None of the above 2. Magellan lost the favor of the king of Portugal when he became involved in a political ________. A. entanglement B. discussion C. negotiation D. problem E. None of the above 3. The Pope divided New World lands between Spain and Portugal according to their location on one side or the other of an imaginary geographical line 50 degrees west of Greenwich that extends in a _________ direction. A. north and south B. crosswise C. easterly D. south east E. north and west 4. One of Magellan's ships explored the _________ of South America for a passage across the continent. A. coastline B. mountain range C. physical features D. islands E. None of the above 5. Four of the ships sought a passage along a southern ______. A. coast B. inland C. body of land with water on three sides D. border E. Answer not available 6. The passage was found near 50 degrees S of ________.
A. Greenwich B. The equator C. Spain D. Portugal E. Madrid 7. In the spring of 1521, the ships crossed the _______ now called the International Date Line. A. imaginary circle passing through the poles B. imaginary line parallel to the equator C. area D. land mass E. Answer not available  
Read the following passage and answer the questions. The following passage refers to questions 8 through 14.
Marie Curie was one of the most accomplished scientists in history. Together with her husband, Pierre, she discovered radium, an element widely used for treating cancer, and studied uranium and other radioactive substances. Pierre and Marie's amicable collaboration later helped to unlock the secrets of the atom. Marie was born in 1867 in Warsaw, Poland, where her father was a professor of physics. At an early age, she displayed a brilliant mind and a blithe personality. Her great exuberance for learning prompted her to continue with her studies after high school. She became disgruntled, however, when she learned that the university in Warsaw was closed to women. Determined to receive a higher education, she defiantly left Poland and in 1891 entered the Sorbonne, a French university, where she earned her master's degree and doctorate in physics. Marie was fortunate to have studied at the Sorbonne with some of the greatest scientists of her day, one of whom was Pierre Curie. Marie and Pierre were married in 1895 and spent many productive years working together in the physics laboratory. A short time after they discovered radium, Pierre was killed by a horse-drawn wagon in 1906. Marie was stunned by this horrible misfortune and endured heartbreaking anguish. Despondently she recalled their close relationship and the joy that they had shared in scientific research. The fact that she had two young daughters to raise by herself greatly increased her distress. Curie's feeling of desolation finally began to fade when she was asked to succeed her husband as a physics professor at the Sorbonne. She was the first woman to be given a professorship at the world-famous university. In 1911 she received the Nobel Prize in chemistry for isolating radium. Although Marie Curie eventually suffered a fatal illness from her long exposure to radium, she never became disillusioned about
her work. Regardless of the consequences, she had dedicated herself to science and to revealing the mysteries of the physical world. 8. The Curies' _________ collaboration helped to unlock the secrets of the atom. A. friendly B. competitive C. courteous D. industrious E. chemistry 9. Marie had a bright mind and a ______ personality. A. strong B. lighthearted C. humorous D. strange E. envious 10. When she learned that she could not attend the university in Warsaw, she felt _________. A. hopeless B. annoyed C. depressed D. worried E. None of the above 11. Marie _________ by leaving Poland and traveling to France to enter the Sorbonne. A. challenged authority B. showed intelligence C. behaved D. was distressed E. Answer not available 12. _________ she remembered their joy together. A. Dejectedly B. Worried C. Tearfully D. Happily E. Irefully
13. Her _________ began to fade when she returned to the Sorbonne to succeed her husband. A. misfortune B. anger C. wretchedness D. disappointment E. ambition 14. Even though she became fatally ill from working with radium, Marie Curie was never _________. A. troubled B. worried C. disappointed D. sorrowful E. disturbed  
Read the following passage and answer the questions. The following passage refers to questions 15 through 19.
Mount Vesuvius, a volcano located between the ancient Italian cities of Pompeii and Herculaneum, has received much attention because of its frequent and destructive eruptions. The most famous of these eruptions occurred in A.D. 79. The volcano had been inactive for centuries. There was little warning of the coming eruption, although one account unearthed by archaeologists says that a hard rain and a strong wind had disturbed the celestial calm during the preceding night. Early the next morning, the volcano poured a huge river of molten rock down upon Herculaneum, completely burying the city and filling the harbor with coagulated lava. Meanwhile, on the other side of the mountain, cinders, stone and ash rained down on Pompeii. Sparks from the burning ash ignited the combustible rooftops quickly. Large portions of the city were destroyed in the conflagration. Fire, however, was not the only cause of destruction. Poisonous sulfuric gases saturated the air. These heavy gases were not buoyant in the atmosphere and therefore sank toward the earth and suffocated people. Over the years, excavations of Pompeii and Herculaneum have revealed a great deal about the behavior of the volcano. By analyzing data, much as a zoologist dissects an animal specimen, scientists have concluded that the eruption changed large portions of the area's geography. For instance, it turned the Sarno River from its course and raised the level of the beach along the Bay of Naples. Meteorologists studying these events have also concluded that Vesuvius caused a huge tidal wave that affected the world's climate.
In addition to making these investigations, archaeologists have been able to study the skeletons of victims by using distilled water to wash away the volcanic ash. By strengthening the brittle bones with acrylic paint, scientists have been able to examine the skeletons and draw conclusions about the diet and habits of the residents. Finally, the excavations at both Pompeii and Herculaneum have yielded many examples of classical art, such as jewelry made of bronze, which is an alloy of copper and tin. The eruption of Mount Vesuvius and its tragic consequences have provided everyone with a wealth of data about the effects that volcanoes can have on the surrounding area. Today, volcanologists can locate and predict eruptions, saving lives and preventing the destruction of other cities and cultures. 15. Herculaneum and its harbor were buried under _________ lava. A. liquid B. solid C. flowing D. gas E. Answer not available 16. The poisonous gases were not _________ in the air. A. able to float B. visible C. able to evaporate D. invisible E. able to condense 17. Scientists analyzed data about Vesuvius in the same way that a zoologist _________ a specimen. A. describes in detail B. studies by cutting apart C. photographs D. chart E. Answer not available 18. _________ have concluded that the volcanic eruption caused a tidal wave. A. Scientists who study oceans B. Scientists who study atmospheric conditions C. Scientists who study ash D. Scientists who study animal behavior E. Answer not available in article
19. Scientists have used _________ water to wash away volcanic ash from the skeletons of victims. A. bottled B. volcanic C. purified D. sea E. fountain https://www.testprepreview.com/modules/reading1.htm
Reading skill pre-test results
Reading post-test results
Reading skill reflection Reading has an immeasurable value. A reading behavior facilitates the meaning of text understanding and the assimilation of them in a critical way, it also allows people to develop their human capacities showing a reflective and responsible attitude toward the social events, economic and political information presented.
Reading is also the fact that it is through them that people can begin receiving knowledge and make it significant in their learning process. It involves attention, concentration, commitment, reflection, analysis and a lot of reading techniques that people can use to make a good metacognition of the information received.
Reading can be performed in many ways and for many purposes. Thus, it is not the same reading for pleasure than that which is performed by an obligation. Anyway, always reading act as a phenomenon that allows us to encourage our imagination, create new worlds in our minds, reflect on ideas or abstract concepts, contact our language or with others, improve our spelling, learn more about other realities, etc. It is always important to read render their best fruits that it is conducted in relaxed and quiet environments, which encourage the concentration, which allow the person to forget his surroundings and immerse yourself in the story you read.
As you notice, reading requires the use of many parts of the brain to develop reading skills, achieving levels of elevator understanding and also developing the capacity of imagination and creativity. That´s why it is really important to develop this skill not only with our students, but also improving it in ourselves, by practicing some activities presented for this group and of course evaluating if those strategies and techniques are really developing the reach of reading competences in the students and making a metacognition in the personal case.
Testing Writing Skill Writing skill presentation
Writing skill summary
Writing skill model test Name: ____________________________________________ Code: ___________ Date: ______________________________________________________________
Writing Test Writing a paragraph. To succeed in academic writing you need to be able to write quickly and fluently. In this activity you will write a paragraph in 30 minutes following the directions.
1. Read the prompt below carefully. Make sure you understand the question or task. Then decide on the topic of your paragraph. (3 minutes) Prompt: In your opinion, what should the punishment be for cheating on a final test in your English class? 2. Make a brainstorm to get ideas for the reasons you will use to support your opinion. Then list details to support your reasons. You can include quotes and facts from your own experience. Edit your list, and then make an outline to organize your ideas. (8 minutes) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Outline Title: ___________________________________ Topic sentence: ___________________________________________________________________ Supporting idea (reason 1): ___________________________________________________________________ Supporting idea (reason 2): ___________________________________________________________________ Supporting detail (reason 3): ___________________________________________________________________ Concluding sentence: ___________________________________________________________________ 3. Write your paragraph. Be sure to include a title, a topic sentence, supporting ideas, transitional signals, and a concluding sentence (15 minutes) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. Proofread your paragraph. Correct any mistakes with another pen color. (4 minutes) 5. Give your paper to your teacher.  Title
Topic sentence,
Supporting ideas
Transitional signals
Concluding sentence
Rubric to check the paragraph.
Excellent The title is related to the main idea from the paragraph. The topic sentence stated the main idea and hook the reader. The paragraph has 3 complete and coherent supporting ideas or reasons. The paragraph has 3 or more transitional signals to give reasons or support the ideas. The concluding sentence enclose the general idea from the paragraph
Good The title is related to the general idea from the paragraph. The topic sentence stated the main idea.
NI The title is related to the topic sentence only.
Unsatisfactory The title is unrelated to the paragraph.
The topic sentence hook the reader.
The topic sentence is unrelated to the paragraph.
The paragraph has 2 complete and coherent supporting ideas or reasons. The paragraph has 2 transitional signals to give reasons or support the ideas.
The paragraph has 1 complete and coherent supporting ideas or reasons. The paragraph has 1 transitional signals to give reasons or support the ideas.
The supporting ideas are unrelated to the topic sentence.
The concluding close the supporting ideas
The concluding ideas is related only to the title.
The paragraph doesn´t have any transitional signals to give reasons or support the ideas. The concluding sentence is not related to the paragraph.
Writing skill diagnosis-test
Writing skill reflection Writing well and with a good spelling is essential in professional and personal development, since much of our daily work is related in a written way, therefore, always trying to manage the best way we write is important. Writing means not to capture in a creative way any ideas and try to be a great writer, it consist is organize the ideas and express them clearly and in an organized structure. And this can be learn for anybody that want to be a good writer.
Learning to master the written texts also involves avoid confusion and misunderstanding. Unconsciously, we all tend to read between the lines and can perceive things that maybe they wanted not say in the text, these subconscious perceptions play a decisive role in our future relationship with the sender of the message trying to understand his/her personal environment, that´s why a good written communication will result in the recipient desired feelings. This perceive warmth, professionalism, interest and competition from the writer, which will encourage a more collaborative relationship.
Write clear it is to handle short words, better than long, as short words are often vivid words and popular, write simple phrases and say one thing or idea per phrase, as when speaking, use an exact word which says what is meant and don´t confuse the reader. And something very important use short but complete and coherent paragraphs, correct and precisely punctuation marks as full stops to distinguish one thing from another, a matter of another, a moment of another.
As we notice putting together words or sentences is not writing, we must follow some rules and steps we must learn and follow to be great writers and communicate our ideas in a proper way, so that´s why it is really important to motivate our students to write properly and correct, because it will open a lot of work and academic opportunities during their lives.
Testing Grammar Grammar presentation
Grammar model test Name: ____________________________________________________________ Date: _____________________________________________________________
Grammar Comprehension Test Clauses and Phrases: The Leprechaun's Treasure Directions: circle the predicates; underline the subject; double underline the phrases. Example:
Waking up late for school, Mr. Morton raced to the shower.
1. Circle the predicate (raced). 2. Underline the subject (Mr. Morton). 3. Double underline all phrase (Waking up late for school). 1. In between the old hills of Garfield Park, a tiny green leprechaun dances on March 17th. 2. Wary of travelers, the tiny green leprechaun hides in trees, or under bridges, or in garbage cans. 3. While taking his homework out of his car, Mr. Morton heard a strange laugh coming from the park. 4. Mr. Morton put his stuff in the car and walked toward the park, feeling a little frightened by the fog. 5. A green fog, as thick as a Shamrock Shake, gathered over the baseball field. 6. From out of nowhere, the leprechaun appeared to Mr. Morton, giggling and doing an Irish dance. 7. Having never seen a leprechaun before, Mr. Morton was puzzled. 8. Mr. Morton and the leprechaun stared at each other and walked slowly in a circle. 9. Having always wanted gold teeth, Mr. Morton tried to catch the leprechaun.
10. The leprechaun, used to being chased, disappeared and then reappeared in a tree.
Adjective or Adverb? Playing Sports... Directions: Choose the pair of words that best completes each sentence. Remember, adjectives modify nouns and pronouns and adverbs modify verbs, adjectives, and other adverbs. 1. Paul crept ________ off first base while simultaneously keeping a ________ eye on the other team's pitcher. a) slowly, steadily
b) slow, steady
c) slowly, steady
d) slow, steadily
2. The other players were flabbergasted by how Diego could be so ________ yet defend the goal so ________. a) calm, fierce
b) calm, fiercely
c) calmly, fierce
d) calmly, fiercely
3. Deja swung ________ at the curveball as it dipped and flew ________ around the plate. a) wild, gentle
b) wild, gently
c) wildly, gentle
d) wildly, gently
4. Ryan slid ________ and ________ into second base but was tagged out by the baseman. a) bold, reckless
b) bold, recklessly
c) boldly, reckless
d) boldly, recklessly
5. Raven dove ________ after the line drive and made a ________ catch. a) deft, miraculous
b) deft, miraculously
c) deftly, miraculous
d) deftly, miraculously
6. A ________ wind stirred the ________ grass of the abandoned soccer field and sent the squirrels skittering. a) cool, lush
b) cool, lushly
c) coolly, lush
d) coolly, lushly
7. Deja grunted ________ as she furiously swung the ________ baseball bat. a) noisy, heavy
b) noisy, heavily
c) noisily, heavy
d) noisily, heavily
8. Jeff placed his ________ hands on his knees and panted ________ as he tried to catch his breath. a) large, rapid
b) large, rapidly
c) largely, rapid
d) largely, rapidly
9. Vince kicked the soccer ball ________ into air and while the other players watched the ball, Diego crept ________ toward the goal. a) high, sneaky
b) high, sneakily
c) high, sneaky
d) highly, sneakily
10. Zeke gave a ________ head fake and then made a ________ cut around the defender while dribbling to the top of the key. a) quick, crazy
b) quick, crazily
c) quickly, crazy
d) quickly, crazily
Grammar post-test
Grammar reflection Grammar refers to the compendium of rules, regularities and exceptions governing a particular language. Its importance lies in the fact that it serves as a reference text to solve doubts regarding on the use of language, to establish correct ways to express or to analyze any language. Grammar has a descriptive perspective, focus to understand the way in which a language is used, or focus on establishing how you should use it, realizing the most extended uses in a community speaker. Grammar are usually very specific rules.
One of the aspects that characterize humanity is being able to communicate through sounds, sounds that are able to convey ideas and thoughts of an amazing level of complexity and abstraction. This capability is primarily expressed in speech and writing. In these particular uses of language, there are rules that depend on each particular language, realizing the variety of them.
Grammar aims to point out the rules for each linguistic possibilities. However, sometimes there may be variants thereof that attempt to account for the principles governing them all. In any case, grammar serves as a means to reflect on that aspects of human language. Indeed, we all use it daily and that´s why we don´t pay too much attention to this important fact of the human communication.
Because of all the above ideas, it is very necessary to make students notice how important knowledge and good use of grammar in learning a language is, this will be good both oral as well as written communication, being a competent person .
Testing Listening Skill Listening skill presentation
Listening skill diagnosis test UNIVERSIDAD MARIANO GALVEZ Facultad de Humanidades Teaching Evaluation Techniques Licda. MA. Celeste Lemus Listening Evaluation Diagnosis test Paola Guerra, Gina Lavagnino, Monica Reyes
Name: _____________________________________________________________ Date: ______________________________________________________________
Listening Diagnosis Test Rationale: Listening is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening, that´s why it is really important to help the students to achieve their communicative competencies by practicing listening activities with them. Series I. (5 min)
http://www.subingles.com/exercises/view/763/Beginner
1. Listen and complete the lyric. I heard that your settled down ___________________ you __________________ a girl and your married now. I heard that your dreams ____________________ true. Guess she gave you things I ______________________ give to you.
Old friend, why are yu so shy? It ain´t _____________________ you to ________________ back or ___________________ from the lie. I hate to ______________________ up out of the blue uninvited, But I couldn´t stay away, I couldn´t fight it. I hoped you´d see my face and ______________________ you´d be reminded, That for me, it isn’t over. Nevermind, ______________________find someone like you. I wish nothing but the _________________________for you too. ______________________forget me, I beg, I remember you said: “Sometimes it lasts in _____________________but sometimes it hurts instead” Sometimes it lasts in love but sometimes it ____________________instead, yeah. You’d know how the time flies. Only yesterday was the time of our lives. We were born and___________________ in a summery haze. Bound by the surprise of our _____________________days. I hate to turn up out of the _______________________uninvited, But I ___________________stay away, I couldn’t ________________________it. I hoped _____________________see my face & ____________________you’d be reminded, That for me, it isn’t over yet. Nevermind, I’ll _______________________someone ___________________you. I wish _____________________but the best for you too. Don’t_____________________ me, I beg, I remember you said: “Sometimes it lasts in love but sometimes it hurts instead”, yay.
Nothing compares, no worries or cares. Regret’s and ________________________they’re memories made. Who would _______________ _____________ how bittersweet this would taste?
Series II. (2 min) 1. Listen to the audio and highlight the correct answer.
http://www.5minuteenglish.com/may28.htm
2. Check Your Understanding. (True or False.) 1. Susan doesn't want to eat fast food. o True o False 2. Susan hates Japanese food. o True o False 3. The Japanese restaurant in the mall is expensive. o True o False 4. Susan hates Italian food. o True o False 5. Susan wants to eat a variety of foods. o True o False 6. The woman at the information booth knows all of the restaurants in the mall. o True o False
7. Susan decides to eat Chinese food. o True o False 8. The buffet restaurant is far away. o True o False Series III. (3 min) 1. Watch the video, and pay attention to it.
http://www.infosquares.com/eslvideo/eslclip1_1.html
2. Highlight the correct the listening comprehension questions.
1. What does the man (Leonardo Dicaprio) want to do after he cashes his check? a. He wants to get his money b. He wants to fly to Paris c. He wants to take the cashier out to dinner 2. He says he doesn't know which seat is the "jump seat" because: a. he has amnesia b. it's been a while since he has done this c. he is not a pilot 3. According to the FBI agent, what happens in Vegas?:
a. The house (casino) always wins b. People get caught c. People lose a lot of money 4. What is Dicaprio's character doing? a. He's posing as a student b. He's posing as a pilot c. He's studying to be a pilot 5. According to the FBI agent, why doesn't Dicaprio's character have a record?: a. Because he's smart b. Because they can't catch him c. Because he's a kid
Series IV. (10 min) 3. Watch the video, and take notes from the important facts.
https://www.youtube.com/watch?v=oyiNyWQeysI ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
If you need more space, use the back part of the page.
Listening skill post-test UNIVERSIDAD MARIANO GALVEZ Facultad de Humanidades Teaching Evaluation Techniques Licda. MA. Celeste Lemus Listening Evaluation Diagnosis test Paola Guerra, Gina Lavagnino, Monica Reyes
Name: _____________________________________________________________ Date: ______________________________________________________________
Listening Test Rationale: Listening is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening, that´s why it is really important to help the students to achieve their communicative competencies by practicing listening activities with them. Series I. (5 min)
http://www.subingles.com/exercises/mode/45/Celine+Dion/My+Heart+Will+Go+On
2. Listen and complete the lyric. ______________ _____________in my dreams I see you, I feel you, That is how I _____________you go on Far ______________the distance And spaces between us
You have come to show you go on Near, far, wherever you are I ___________ that the heart does go on Once more you open the door And you're _______________in my heart And my heart will go on and on _____________ can ____________ us one time And ______________for a lifetime And never let go till we're one _____________ was when I _____________ you One true time I ______________ to In my _______________ we'll always go on Near, far, wherever you are I believe ______________ the heart does go on ______________ more you ______________ the door And you're here in my heart And my heart will go on and on You're here, there's nothing I fear, And I ____________ that my ____________will go on We'll ____________ _____________ _____________ way You are ________________ in my heart And my heart will go on and on.
Series II. (2 min) 4. Listen to the audio and highlight the correct answer.
http://www.5minuteenglish.com/feb26.htm
5. Check Your Understanding. 1. What is the name of the store? a. Arby's b. Angie's c. Angelo's d. Sheri´s
2. How many racks of clothes are on sale? a. One b. Two c. Three d. Four 3. When Marianne sees the sweater, she likes it. But she would prefer ___. a. a smaller size b. a larger size c. a green one d. a red one 4. A fitting room is a place where you... a. buy clothes b. make clothes c. try on clothes d. hide clothes 5. Marianne says she "will take it." It means she will... a. buy nothing b. try on the sweater c. use her credit card d. buy the sweater 6. Marianne's credit card is almost maxed out so... a. she will use it to buy the sweater b. she will write a check instead c. she cannot buy the sweater d. she will use a different credit card 7. Which item is not an I.D.? a. a driver's license b. a student card with a picture c. a passport d. an Essay about English
Series III. (3 min) 2. Watch the video, and pay attention to it.
http://www.infosquares.com/infosquarescom/eslvideo/eslclip1_7.html
3. Highlight the correct answer from the following listening comprehension questions. 1. According to the girl, how do the other kids treat her brother?: They treat him well They think he's cool They make fun of him 2. How much is Rolling Stone magazine going to pay him to write for them?: $ 1,000 $ 700 $ 1,700 3. The guy from the band says that rock writers are: cool too serious the enemy 4. How old is the girl in the clip?: 15 16 17 5. What advice does the older journalist give the boy?: To not worry about befriending the rock star Not to become friends with the rock star To try to make friends with the rock star
Series IV. (10 min) 6. Watch the video, and take notes from the important facts.
https://www.youtube.com/watch?v=lW6hwmdZbmE ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
If you need more space, use the back part of the page.
Listening skill diagnosis test answer keys
Series 1. (5 min) –
Listening Diagnosis Test Answer sheet
http://www.subingles.com/exercises/view/763/Beginner
3. Listen and complete the lyric. I heard that your settled down That_____ you ____found___ a girl and your married now. I heard that your dreams ____came______ true. Guess she gave you things I ____didn´t______ give to you. Old friend, why are you so shy? It ain´t __like____ you to ___hold_____ back or ____hide______ from the light. I hate to ___turn__ up out of the blue uninvited, But I couldn´t stay away, I couldn´t fight it. I hoped you´d see my face and _____that____ you´d be reminded, That for me, it isn’t over. Never mind, _____I´ll____find someone like you. I wish nothing but the __best__ for you too. Don´t__ forget me, I beg, I remember you said: “Sometimes it lasts in __love__ but sometimes it hurts instead” Sometimes it lasts in love but sometimes it ___hurts__ instead, yeah. You’d know how the time flies. Only yesterday was the time of our lives. We were born and _raised__ in a summery haze. Bound by the surprise of our __glory_ days. I hate to turn up out of the ___blue___ uninvited,
But I _couldn´t__stay away, I couldn’t __fight__ it. I hoped __you´d_see my face & _that__ you’d be reminded, That for me, it isn’t over yet. Never mind, I’ll __find__ someone _like_ you. I wish _nothing_ but the best for you too. Don’t ___forget__ me, I beg, I remember you said: “Sometimes it lasts in love but sometimes it hurts instead”, yay. Nothing compares, no worries or cares. Regret’s and __mistakes__ they’re memories made. Who would _have__ _known__ how bittersweet this would taste? Series 2. (2 min) 7. Listen to the audio and highlight the correct answer.
http://www.5minuteenglish.com/may28.htm
1. 2. 3. 4. 5. 6. 7. 8.
8. Check Your Understanding. (True or False.) Susan doesn't want to eat fast food. o True o False Susan hates Japanese food. o True o False The Japanese restaurant in the mall is expensive. o True o False Susan hates Italian food. o True o False Susan wants to eat a variety of foods. o True o False The woman at the information booth knows all of the restaurants in the mall. o True o False Susan decides to eat Chinese food. o True o False The buffet restaurant is far away. o True o False
Series 3. (3 min) 4. Watch the video, and pay attention to it.
http://www.infosquares.com/eslvideo/eslclip1_1.html
2. Highlight the correct the listening comprehension questions. 1. What does the man (Leonardo Dicaprio) want to do after he cashes his check? a. He wants to get his money b. He wants to fly to Paris c. He wants to take the cashier out to dinner 2. He says he doesn't know which seat is the "jump seat" because: a. he has amnesia b. it's been a while since he has done this c. he is not a pilot 3. According to the FBI agent, what happens in Vegas?: a. The house (casino) always wins b. People get caught c. People lose a lot of money 4. What is Dicaprio's character doing? a. He's posing as a student b. He's posing as a pilot c. He's studying to be a pilot 5. According to the FBI agent, why doesn't Dicaprio's character have a record?: a. Because he's smart b. Because they can't catch him c. Because he's a kid
Series 4. (10 min) (13 points) 1. Watch the video, and take notes from the important facts. (3 points
https://www.youtube.com/watch?v=oyiNyWQeysI Answer can vary
If you need more space, use the back part of the page.
Listening skill post-test answer keys
Listening Post-Test Rationale: Listening is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening, that´s why it is really important to help the students to achieve their communicative competencies by practicing listening activities with them. Series I. (5 min)
http://www.subingles.com/exercises/mode/45/Celine+Dion/My+Heart+Will+Go+On
1. Listen and complete the lyric. __Every night in my dreams I see you, I feel you, That is how I know you go on Far across the distance And spaces between us You have come to show you go on Near, far, wherever you are I believe that the heart does go on Once more you open the door And you're here in my heart And my heart will go on and on _ love can _ touch us one time And _ last for a lifetime And never let go till we're one _ Love was when I _ love you One true time I _ hold to In my life we'll always go on
Near, far, wherever you are I believe that the heart does go on _ Once more you _ open the door And you're here in my heart And my heart will go on and on You're here, there's nothing I fear, And I know that my _ heart will go on We'll stay forever this way You are safe in my heart And my heart will go on and on. Series II. (2 min) 1. Listen to the audio and highlight the correct answer.
http://www.5minuteenglish.com/feb26.htm
2. Check Your Understanding. 1. What is the name of the store? a. Arby's b. Angie's c. Angelo's d. Sheri´s 2. How many racks of clothes are on sale? a. One b. Two c. Three d. Four 3. When Marianne sees the sweater, she likes it. But she would prefer ___. a. a smaller size b. a larger size c. a green one d. a red one 4. A fitting room is a place where you... a. buy clothes b. make clothes c. try on clothes d. hide clothes 5. Marianne says she "will take it." It means she will... a. buy nothing b. try on the sweater c. use her credit card d. buy the sweater 6. Marianne's credit card is almost maxed out so...
a. she will use it to buy the sweater b. she will write a check instead c. she cannot buy the sweater d. she will use a different credit card 7. Which item is not an I.D.? a. a driver's license b. a student card with a picture c. a passport d. an Essay about English Series III. (3 min) 1. Watch the video, and pay attention to it.
http://www.infosquares.com/infosquarescom/eslvideo/eslclip1_7.html
2. Highlight the correct answer from the following listening comprehension questions. 1. According to the girl, how do the other kids treat her brother?: They treat him well They think he's cool They make fun of him 2. How much is Rolling Stone magazine going to pay him to write for them?: $ 1,000 $ 700 $ 1,700 3. The guy from the band says that rock writers are: cool too serious the enemy 4. How old is the girl in the clip?: 15 16 17
5. What advice does the older journalist give the boy?: To not worry about befriending the rock star Not to become friends with the rock star To try to make friends with the rock star Series IV. (10 min) 1. Watch the video, and take notes from the important facts.
https://www.youtube.com/watch?v=lW6hwmdZbmE Answers will vary
If you need more space, use the back part of the page.
Listening test results
Post-test
Pre-test Arévalo, Cristha Chuvá, Oscar Cifuentes, Angel De León, Geovanni García, Angela Letona, Zuzana Mazariegos, Paulina Mendez, Jennifer Pineda, Eli Rizo, Ana Isabel Santos, Enóe Tepáz, Dora Marina Vásquez, Ingrid
85 70 72 81 54 80 79 73 54 91 86 42 60
Listening test result 100 90 80 70 60 50 40 30 20 10 0
Pre-test
Post-test
diference
Listening tests results
78 62 72 72 52 0 72 62 0 0 68 36 66
-7 -8 0 -9 -2 -80 -7 -11 -54 -91 -18 -6 6
Diference 100 80 60 40 20 0 -20 -40 -60 -80
-100 Pre-test
Post-test
diference
Oral presentation Rubric
Rubric for Multimedia Presentations
Listening skill reflection Why is the listening skill very important in learning a language? Remember that learning a language is not only knowing what to say or write, but also how to express ideas respecting other cultures and traditions that we can learn by listening others. Listening to others is to cultivate tolerance and patience, it's a way to get relations with great benefits in your life. But, do we really know how to listen others?
To develop the ability to listen it is necessary to understand others and get rid of the ego, it is true that there are people who when listening focus their attention on what they are going to answer or how are they going to continue the conversations before the other ends speaking, without checking what they believe to have heard, without recognizing the tone to the emotional nuances of the interlocutor.
To be a good listener helps you to deal with a lot of problems and watch the world with positive eyes, helping you to me more empathetic with others and also to improve the communicative skills. There are some tips people ca follow to be good listeners, for example: listen with an open mind, think and feel as the speaker, avoid comparing others experiences with your own, try not to help immediately, analyze the situation to give a proper solution, show interest to the speaker, remember the conversation to know what to say. You must show interest with your body language, and look at the speaker direct to the eyes.
Listening is one of the worst skills developed in students and in young people nowadays, and we as teacher must help them to learn how to be good listeners, working habitual activities, so they can increase this skill and apply it not only at school or class environment, but also to develop the communicative competences to be successful, not only in a personal level but also in their work. That is why it was very interesting for me to present ways and activities to work listening with students, show some new and alternative ways to learn how to be a good listener and also how to evaluate the listening skills in our students.
Testing Vocabulary Vocabulary presentation
Vocabulary summary
Vocabulary model test Name: ____________________________________________________________ Date: _____________________________________________________________
Vocabulary Test Whether you are a businessman, a student or a professional writer, having a vast vocabulary is essential. Highlight the correct answer.
1. Idiosyncrasy is: the ideology of a political party or organization a peculiar habit or characteristic of an individual or group a synchronous movement between two mechanical parts a characteristic of selfish people 2. Someone with excessive concern for precision and formal rules is: moribund zealous pedantic rustic
3. Beleaguer means: to lend money to harass to sympathize to scare 4. “John’s __________ was irritating. He was reluctant even to buy bread!” jealousy soreness luck parsimony
5. An ombudsman is: an impartial person who watches for administrative abuses inside organizations a person with unrivaled powers inside the government the head of any organization who is elected by a majority voting system a person who is granted political asylum in a country that is facing civil war 6. If something is in oblivion: time has severely ruined its forms it has been confiscated by a governmental body people have completely forgotten about it it can no longer be commercially traded between two or more countries
7. The fights on the streets created a big: void turmoil cyst foil 8. Mary was always able to recover quickly from misfortunes. She was very: witty brave resilient zany
9. A Pyrrhic victory is: a naval victory where all the ships from one side sink a victory where one of the sides flees actually a stalemate a victory with huge losses 10. The ________ steps confirmed he was hiding from someone. furtive wild
puzzled gleaming
11. A bipartisan act: must be approved by popular referendum is supported by both sides aims to reduce corruption inside the government can have only two decrees 12. Recoil means: to cover with oil, especially when referring to car engines to move away or bounce back to remove something with brute force to repeat the same movement over and over again
13. Fred was in a hurry so he entered the room: arrogantly lonely briskly quietly 14. The __________ moon was shiny that night. whining waxing willing wafering
15. An algorithm is: a list of the elements contained in group or set a set of guidelines used to create software, especially search related software a manual used in engineering projects a procedure defined to solve a problem, usually structured in steps 16. If something is implied by actions or statements, it is: frugal
tactic tangible tacit
17. They had mixed feelings about it; hence their comments were: agnostic ambivalent deliberate antiquate 18. In a meritocracy: the advancement of individuals is based on their performance there is a strict hierarchy of powers the head of the government is elected by the population the senate is responsible for the approval of federal laws
19. Rhetoric is: the ability to lie without revealing it with body language a technique used to speak faster the skill of using language persuasively the ability to interpret complex logical problems 20. Alice was in a conundrum. She had no: time money food choice
Vocabulary diagnosis test
Vocabulary post-test
Vocabulary reflection Each person uses in his daily communication a number of habitual words, which would be his personal vocabulary. Language scholars do not agree on the number of words used, but it can serve as a reference that when learning a new language some methods speak of 1000 terms as the minimum amount essential for a successful communication. What is clear is that the greater the number of words we use, the greater our ability to communicate. The language has a complex classification of words: verbs, names, articles, prepositions, adverbs, etc. On the other hand, every day new ideas and tendencies appear that turn into words. The vocabulary is not something fixed and static, since it is constantly renewed and expanded. A good example would be youth jargon, that is, the words that each generation of young people invents to refer to things. It also happen in every context of reality, every profession or activity has its own vocabulary. You can speak or write in ordinary or specialized terms. This is what happens when we go to the doctor and we ask you to explain our illness with simple words, with an easy and easy to understand vocabulary. There are universal words. Words that can be translated from one language to another, in this case there is no difficulty in the translation. However, there are very specific words that belong to a certain locality, to a specific town, in this context, the meaning of these specific words are untranslatable or, at best, have a special difficulty to be understood in another language, these types of words are called idioms. Using a broad and precise vocabulary is a good recipe for everyday life. It is not about knowing words as if we collect them, vocabulary is the great tool of good communication and following the tips given by the speakers of this presentation, we can make our students increase that vocabulary to let them communicate their ideas, thoughts and feelings and make them good writers and speakers, but also understand, analyze and give opinions about any kind of readings and be good listeners.
Testing Speaking skill Speaking skill presentation
Speaking skill summary
Speaking skill test-model Name: ____________________________________________________________ Date: _____________________________________________________________
Speaking Test Part 1: Interview Hello. My name is Katrina Martin. Could you tell me your full name, please? Hello. My name is Elisabetta Bortolotti.
Thank you. Can you show me your identification, please? ... All right. That's fine. I'd now like to ask you some questions about yourself. Tell me about where you live. I live in Venice, the capital city of Italy. It's very famous for being a romantic city, the city of love.
What are the advantages of living there? It's lively and fun and you never get bored. You can find any kind of entertainment you can imagine, from pubs and clubs to museums and galleries.
What are the disadvantages of living there? It's very crowded and quite dirty in Venice. You have to know which areas to avoid too, as some areas have bad reputations, especially at night.
We're now going to talk about animals, what is your favourite animal? My favourite animal is the dog. I love dogs because they're a lot of fun, very playful, but also seem to have bit of character. So, it's always quite amusing to try to play with your dog.
Why do you think some people like keeping pets? I would suspect it's mainly for the company, so that they don't feel alone when they come home in the evening and they have someone waiting for them. I don't have any pets, though I used to when I was a kid.
Are there any animals you are scared of? I have a phobia of Scorpions. I reckon it's because of the way the creature looks and they can also be venomous. They're aggressive so if they sting you, you can get very badly hurt. Cockroaches are another animal I'm terrified of. I am afraid they will crawl on me.
Are zoos popular in your country? Yes, they are, especially with kids. Kids love discovering new things, including new animals, and a zoo is the best place to do that. They can observe a wide range of animals in a safe environment.
Let's move on to talk about food. Do you think men or women make the best cooks? It doesn't depend on the sex of the person but on their enthusiasm. The men in my family are really good cooks, and they enjoy talking about food as well as cooking and eating it.
Is it important to teach children to cook from a young age? The younger the better. Of course, you wouldn't give a young child a knife, but they can mix ingredients together and things like that. The younger they start the better cooks they'll be when they grow up.
What is a typical dish from your country or region? Lots of people think we eat beef brains all the time. It's a kind of national stereotype. But actually I've never eaten them! I would say a more typical dish is Pizza, and it's one of my favourites.
Do people in your country or region eat traditional food or international food? We eat both. I regard it as very important to keep culinary traditions alive, but I also love Chinese food and Japanese food and Indian food, and loads of other cuisines. I like having variety in my diet.
Part 2 Now I'm going to give you a topic and I'd like you to talk about it for one to two minutes. You’ll have one minute to think about what you’re going to say before you begin talking. You can make some notes if you wish. Here is a pencil and some paper. I'd like you to describe a personal achievement you are proud of. All right. Remember, you have one to two minutes to talk on the topic. Don't worry if I stop you, I'll let you know when the time is up.
Describe a personal achievement you are proud of. You should say:
what you achieved when you achieved it what was difficult about achieving it and explain why you are proud of this achievement.
Please start speaking now. Example:
OK, so you asked me to talk about an achievement I'm particularly proud of, so I could have talked about when I passed my driver's license test, or when I bought my first car, but in the end, I decided to talk about the only time I actually won a sports tournament. Only once did I win my village chess tournament. It was when I was sixteen years old. It was particularly difficult because, to be honest, I'm not a great chess player and I always played mainly to have fun and not really to win. But that one year I decided. I made it my goal: I was going to win the village chess tournament. So I played many games, lots of them against older players, much older than me, who were members of the club, in their fifties, and it was very difficult. Playing older players is always tough. They have more experience, they do all these impressive tricks and they definitely know how to beat their opponent. And on top of that it's very much a matter of pride for them - they don't want to lose against one of the younger members of the club. But anyway, I won a few games against older players and then I ended up playing the final against my best friend. And that was another difficulty. He was my best friend so I didn't want to play it too mean with him but at the same time I wanted to win. At least the fact that he was my best friend meant that I knew exactly how to beat him, though, because I had played against him many times before. We had a very long game and it was nerve-wracking. It wasn't very good game but in the end I won. I'm very proud of my achievement because I managed to reach the goal I set for myself and it was something that I know neither the spectators nor the other players would have expected me to accomplish.
Thank you. Was your family proud that you won the tournament?
Yes, they were. We had a big meal to celebrate, and my dad cooked Pizza. He's a great cook so that was a real treat for me. We've been talking about achievements.
Part 3 I'd like to discuss with you some more questions related to this topic. First, let's consider the role of achievements in the world of education.
Do you think that in your country academic success is more valued than other kinds of achievement, such as achievements in sport? No, I don't. I think in my country, successful sportspeople are looked up to more in society at large as well as at school.
Why do you think that is? Well, I think people who are good students are often thought of as nerds and are teased by their classmates, whereas being good at sport is considered ‘cool’. Maybe this is due to the role of celebrity sportspeople, Francesco Totti being the most prominent among them in recent years. They are chased by the paparazzi, and given lucrative sponsorship deals and so on.
Yes, I see. In your opinion, is it recognition and prizes that motivate students to succeed, or is it a personal sense of achievement? I would say they hanker after recognition from their teachers and perhaps envy from other students. I know that was the case with me, if I'm honest! It may be, though, that if someone is particularly timid, they would actually shy away from any special recognition of their efforts.
Right. And what do you think makes some students more successful than others? Although, as I said, most students are motivated by recognition, I do think that those who are the most successful in the long run are those who have intrinsic motivation. And that is because you don't always get congratulated publicly for everything you do, so someone who does things only for that would soon stop making an effort, you know?
Yes, that's a good point. Now, we're going to discuss motivation and achievement in the workplace. Some people think that a successful person is someone who earns a lot of money. Do you agree? No, I would define it as ‘someone who benefits others’?
Right. Can you explain what you mean? Yes, I mean that working just for the money could be considered selfish. Most people do it, and I don't judge people for having that as their primary objective. Nevertheless, those who work to help others are more inspirational: nurses, for example, who really don't earn much, or youth workers, who often don't get much appreciation for their hard work, or those who do volunteer work with the homeless or something like that.
Yes, so you would say that most workers in your country were motivated primarily by money? I would, yes. It's only normal. People have families to feed and, given the choice of a low-paid job that benefitted others and a higher-paid job that benefitted their own family, it's only reasonable that most would choose the latter. It's possible that those who choose the former kind of job are single or young, and so don't have that many responsibilities.
OK, And what about how things in the workplace have changed? Do you think people in your country take the same pride in their work as they used to? Hmm, that's a tough question; I'm inclined to say ‘no’.
Why do you say that? Because many people in my country now work for huge companies. They may never even have seen their managing director and certainly don't know him very well. They don't have any reason to take pride in doing the job to a high standard because feedback is limited. In the past, companies were not only smaller but tended to be family run, so everyone had something invested. I mean personally speaking, in the business, They cared about the success of the business.
Thank you. It's been nice talking to you. Thank you very much.
Speaking skill test
Speaking skill reflection
Humans have the vital need to relate. These relationships in the social context are possible thanks to communication, which involves entering into relationship with others and in an exchange of opinions. The secret of a good speaker is not only to express well, but to make the listener understand the ideas, thoughts, feelings and senses he/she wants to share, so communicating is, then, expressing or expressing to others our thoughts, desires and our interpretations of things. All this, however, is not possible without language, since it is through this that the relations of communication are established.
Verbal language is an instrumental aspect of relationship. Without it man is a socially mutilated being, with no capacity to project himself symbolically. It is also considered as a fundamental aspect for the development of intelligence and for all cognitive activity related to life.
Speaking fulfills a number of important functions in the life of human beings, such as communicative, cognitive, instrumental, personal, informative, social and regulatory functions.
The development of this communicative competence in students is important because people who know how to communicate orally establish, among other things, a better adaptation to the social environment, thereby generating a better effectiveness in human relations as well as an improvement in the expectations of professional nature.
Conclusion.
Nowadays we live in a globalized world where everyone connects with everyone. That is why learning languages is a great tool to progress as a student and professional. The development achieved by new societies resulting from economic and cultural integration requires the mastery of different languages. Learning other languages allows you to enrich your life, to experiment with new ideas, to exercise your mind, to benefit from world cultural diversity, to obtain scholarships for postgraduate studies, to work in a transnational company, as well as a capacity to express oneself in a way Understandable, increasing social relations.
Knowing the importance of learning a new language, it was interesting to receive a course that taught me not only how to teach language, but also how to evaluate the students’ progress in different ways to develop their abilities and taking advantage of the new technological tools that most of them already know, and also using new creative ideas to making the students feel confidence while they are being evaluating. All these were special and meaningful for my job. No matter how much experience I got through my job time practice, there is always room to improve by keeping an open mind about self-improvement. I also learned a lot from the different expositions presented by my classmates, practicing the different strategies and activities with my students. I confirm that group work can be a great thing because it makes the students share their ideas and practice not only the language competencies, but also social and attitudinal competencies that will then be successful professionals.
Rubrics.
UNIVERSIDAD MARIANO GÀLVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS 2016 Course: Evaluation Techniques Lcda. M.A Celeste Lemus
PORTFOLIO CHECKLIST Name: Gina Fiorella Lavagnino Viaud I.
Presentation, model test, and reflection 1. Testing Writing 2. Testing Reading 3. Testing Grammar 4. Testing Listening 5. Testing Vocabulary 6. Testing Speaking 7. Checked Diagnostic tests of all skills 8. Checked Posttests of all skills 9. Graphs of your assigned skill 10. Model tests of all skills Total (50 pts)
1
3
5 X X X X X X
X
II. 1 2 3
4
X
5 X X
46
I.D: 5076 15 21480 Aspects Cover page and index General Introduction Information per topic and illustrations Reflection per topic General conclusion Total Grand total (25 pts)
1
3
5 X X X
X X
25
III. 1 2
3 4 5
Others aspects Creativity and originality Grammar, mechanics, and structure Quality of Writing Professionalism Completeness Total (25 points) Total
1
3
5 X X
X X X 3 23
20