Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.

1. BACH. MARIANA DURÁN UREÑA
BACH. EDER FALLAS HIDALGO
LIC. VERÓNICA REY LÓPEZ
ENERO, 2014
STUDY OF THE EVIDENCE PORTFOLIO
AND PROPOSAL TO BE TAILORED WITHIN
10TH AND 11TH GRADERS
AT SAN JUAN SUR TECHNICAL
HIGH SCHOOL, 2013

2. ¨The object of education is to
prepare the young to educate
themselves throughout their lives.¨
Robert M. Hutchins

3. CTP SAN JUAN SUR:
 Location
 Population
 SPECIALTIES
 7 at day
 3 at night

4. JUSTIFICATION OF THIS STUDY
 The real purpose of the Evidence Portfolio
 A formative assessment in the English area
should be a complement of summative
 The current extra duties/paperwork of teachers

5. GENERAL OBJECTIVE
 To study the evaluation tool of the Evidence Portfolio in order
to tailor within Diversified Cycle of Technical Education
SPECIFIC OBJECTIVES
 To determine the MEP Policies
 To identify the CBL applied in CR Educational System
 To explain the different types of Evaluation
 To obtain opinions from teachers and students
 To propose a tailoring of the evaluation tool

6. THEORETICAL FRAMEWORK
 Evidence Portfolio
 Competence Based Education
 Formative and Summative Assessment

7. METHODOLOGICAL FRAMEWORK
Population: 156 students / 19 teachers.
Sample: 53 students / 8 Teachers.
Instrument : Questionnaire
VARIABLES
 MEP Policies
 Competence Based Learning
 Evaluation
 Opinion from students and teachers

8. ANALYSIS AND INTERPRETATION OF RESULTS

9. A lot Something A little
0%
26%
74%
Extent the Students Know the MEP Policies
Regarding to the Evidence Portfolio
Source: Own elaboration with data from C.T.P. San Juan Sur

10. Strongly agree Agree Disagree
0.00% 0.00%
100.00%
Extent Teachers Agreement with the Rubrics
Established by the MEP to Evaluate the
Portfolio of Evidence
Source: Own elaboration with data from C.T.P. San Juan Sur

11. Strongly agree Agree Disagree
0.00% 0.00%
100.00%
Opinion by Teachers if the Portfolio of Evidence is
a Practical Way of Assessing the Skills Acquired
in the Sub-Area of ​​English
Source: Own elaboration with data from C.T.P. San Juan Sur

12.  Students show equal preference and worried over
aspects such as good grades and efficient performance
at the end of the school year
 Teachers prefer that at the end of the year the students
get an efficient performance than just have good grades
 Teachers disagreeing with the fact that the EP by the
MEP work as an assessing tool for the competence in
the four English skills

13.  Provide a portfolio model to guide teachers and
students in their preparation and standardize
criteria
 To inform other teachers about how a formative
portfolio can be applied at school
 Analyze and assess use of the evidence Portfolio

15. GENERAL OBJECTIVE
 To apply a different evaluation methodology to EP from
Summative to Formative within Tenth and Eleventh
Graders
SPECIFIC OBJECTIVES
 To design a new structure of the EP in Technical English
subarea
 To propose a budget to fulfill the necessities of the EP
 To give a presentation to the students

16. GROWTH SHOWCASE EVALUATION
- Skills
process
- strengths
and
weaknesses
- accomplishments
- sample works
- students attitudes
- grading
purposes
- standards
- Level
placement

17. TYPES
OF
TASKS
Listing
Ordering
Comparing
Problem
solving
Sharing
experience
Creative

18. CURRENT PORTFOLIO GROWING PORTFOLIO
 Front page
 Table of contents
 General information
 Sub-area description
 Competence
assessment
 Evidences
 Portfolio assessment
 Front page
 General information
 Sub-area description
 Evidences
 Critical thinking
 Self-assessment
 Teachers assessment

19.  Students will analyze their own progress, strategies
Get not only results, but also to develop
self-assessment techniques
 Change formative assessment point of view
To have a more comprehensive learning process

20. NAME Book shelve Classroom Folders Copies
AMOUNT 6 1 1 13
UNIT COST ¢475 000 ¢ 8 000 000 ¢200 ¢20
TOTAL
COST
¢ 2 850 000 ¢ 8 000 000 ¢200 ¢260
Source: Mata Picado Rafael, Technical Coordinator. CTP San Juan Sur, 2013

21. A proficiency test based on the Common European
Framework to prove and determine their
competence acquired in the English language.