2669025
Description
| Question | Answer |
| TEMA 21 Summary of a unit plan | -Developed by the teacher -Contains multiple lessons and -Aspects to plan: objectives, contents, evaluation criteria, attainment indicators, activities, teaching values, resources, tools of assessment, ICT and key competences |
| Criteria for sequencing and temporization of contents and objectives | 1) SS' previous knowledge 2) Meaningful learning as a goal 3) Ss' attitude 4)Ss' motivation 5) Interesting topics 6) Language us in C situations 7) Students are the centre 8) Contents close to the ss 9) Contents organized through procedures 10)Develop: individual life, living together, cooperation and democracy skills 11) All kinds of contents should be included 12) Social and moral values 13) Make relations btw signifies and signifier 14) Structure: exposure of information, acquisition of knowledge and production 15) Beginners -> non-linguistic elements to support comprehension 16) Systematic treatment of contents |
| Methodology to be used in assessment activities | -Curriculum has a content-based approach - The major features are the integration of language and content and skill integration. - Look for alternative ways of assessment (more than the paper and pencil test) - Look of the type of evaluation which puts most the new curriculum character -Opportunities for ss to practice the language |
| Definition of evaluation | EVALUATION = a tool that analyses ye effectiveness of the educational curriculum, and for making effective changes within all levels of education. GRIANT WIGGIND: designed to improve and educate ss' performance, not juts the final outcome. |
| Goal and changes of evaluation (LOMCE) | GOAL= guarantee that every ss reach the aims of the education process. CHANGES = attainment indicators and the establishment of external evaluations. |
| Types of assessment | FORMATIVE = increases motivation by making the assessment a part of learning SUMMATIVE = give ss feedback in their learning process INFORMATIVE = inform the parents DIAGNOSTIC = monitors ss and finds individual needs EVALUATIVE = checks the effectiveness of the teaching process. |
| Strategies of evaluation | NON-VERBAL ASSESSMENT = early stages, evaluated through physical movements, lower level of anxiety (point, circle, mark...) ORAL PERFORMANCE = the teacher leads the ss by asking questions that require the use of language items to be tested (role-plays, interviews, observations) |
| Strategies of evaluation | SELF ASSESSMENT= ss take part of the evaluation process, it makes a sense for the ss of their progress in the class. (Progress diary, K-W-L charts, content logs) ORAL & WRITTEN OUTPUT = we could use dialogue journals, recordings, students' portfolio |
| Student's portfolio | -Purposefully selection of works -Reflects the ss evolution -Improves ss self image -Supports different learning styles May include: recordings, writing samples, assessment checklists, tests and quizzes... |
| Teacher evaluation | -Observe and assess our own work Reflective journal. |
| Conclusion | Students in classes that emphasize improvement, curiosity and effort rather that the performance to achieve a grade show a more positive attitude towards learning. RABBINICAL SAYING: "Do not limit a child to your own knowledge, for he was born in another time" |
| Bibliography | ARTER, J.A (1995) Portfolios for assessment and instruction. Boston. BRINDLEY, D.M. (1997) Assessment and the language teacher: trends and transitions. The Language Teacher Online BRUMFIT, C.J. (1984) General English Syllabus Design. OUP. |
0 comments
Want to create your own Flashcards for free with GoConqr? Learn more.