Transcript

Transcript by Dani Mujica on Scribd

FINAL REFLEXION

This is my final reflection video of all the course. I am going to explain some aspects that involve evaluation and my perspective of the whole process that implies the evaluation.

Personally, comprehend the term of evaluation it gives me a whole new perspective that I never thought. According to what I can observe of evaluation during my entire life. The way in which all my teachers evaluates me it was the reason why I consider that evaluation has nothing extraordinary. 

The deeper we analyze this term, I realized that a test doesn't mean to evaluate, because evaluation is not a test that we provide to our students at the end of the course. It actually implies a deep analysis of the tasks that must fulfill taking into account the CEFR and also the abilities and that we as a teacher make us.

During the process of this project, with the help of my classmates, I realized that even some of my actual teacher has the same old and poor forms of evaluating. There are many implications that I never take into account such as the tasks that are applied in the tests. Each one of the tasks that are inside a test must require an objective that helps wheater students as teachers have learned.

A2 ACHIEVEMENT TEST

Designing a test is not an easy task, it can not be taken lightly. Tests have evaluated students for so long, nonetheless design them require a deep investigation which is related to all the subjects that it implies. As teachers, it is necessary to be aware of what kind of topics are taught and show to the students the different skills that they can develop around the course.

This method of evaluation comes from the question, what students have learned and how to prove it. There are crucial implications to take into account for the students’ preparation. It involves the necessity of formulating a syllabus where the topics will be included, in order to perform appropriate classes to accomplish the level of the exam. 

The exam has to measure what really matters. For that reason, the instructor is required to follow specific criteria, such as rubrics or any other kind of instrument that has credible resources. It is divided into sections which were defined by the main four language skills: reading, writing, listening and speaking and covering also their respective sub-skills.

This instrument has to be objective because is an instrument to assess knowledge and skills, as well as the levels that students must achieve according to objectives and standards from the CEFR. 

A2 test by Dani Mujica on Scribd

To conclude, creating this exam demanded to search for suitable characteristics that the candidate must fulfill. The activities are thought to cover a specific skill.From the vocabulary and grammar until the correct pronunciation and intonation. It has a range of topics which the students have to be familiar with, for example, family, school, job, holidays and directions. All of these topics cover many grammatical aspects, (comparative and superlative, past simple, present perfect, etc.); functions (requests, advice, suggestions, and invitations); and a set of vocabulary (shopping, adjectives for personality, descriptions and feelings, travels and services). The present work was selected according to the level that the CEFR indicates and what skills the students must achieve.

COMMUNICATIVE COMPETENCE.

EVALUATION IN EDUCATION.

Hi everyone, and welcome to this Blog!

In the video below I'm talking about the meaning of evaluation in education, how it works and that we misunderstand what it truthly involves. Also I mention some cases in which  the evaluation takes place in different processes of learning. 
In addition, I mention how standardized tests and technology are use to support assessment.

 

To conclude, evaluation is a serious topic which cannot be taken lightly. We have the opportunity to make a change by making the correct use of technology. Consequently, we would make the learning process efficient.