Project prohum assessment and evaluation

Universidad Nacional de La PampaUniversidad Nacional de La Pampa
Facultad de Cs. HumanasFacultad de Cs. Humanas
Departamento de Lenguas ExtranjerasDepartamento de Lenguas Extranjeras
ASSESSMENT AND
EVALUATION
Prof. Estela N. Braun, Adjunto Regular Práctica
Educativa II, ELT Didactics (2013)
Proyecto PROHUM: Capacitación Docente para
Profesores de Inglés del Nivel Secundario.

Prof. Estela N. Braun
Adjunto Regular Práctica Educativa II,ELT Didactics (2013)

 Sobre la regulación de las prácticas de
evaluación y calificación
 La evaluación como responsabilidad
institucional:
 La responsabilidad del docente al momento
de evaluar se enmarca en la propuesta
general de la institución. Los criterios
comunes por otra parte,simplifican su
apropiación por parte de los alumnos.

 134- En muchas escuelas algunas asignaturas registran
en un período un porcentaje de bajas calificaciones
mayor a un 50% del grupo clase. Por lo general, esto
genera preocupación e insatisfacción entre los
docentes y los alumnos pero no siempre se aborda
reflexiva y colectivamente. Los altos índices de
desaprobación estarían poniendo en evidencia la
existencia de una situación crítica en relación con los
procesos de enseñanza y de aprendizaje.
 Por lo tanto se trata de una situación que deberá ser
revisada con la participación del departamento de
materias afines, la conducción, el asesor pedagógico
si lo hubiera y/o los alumnos pero no siempre se
aborda reflexiva y colectivamente.

 135. Evaluar sólo lo que se ha enseñado o
se han generado las condiciones para su
aprendizaje.
 136. La evaluación debe fundamentarse en
suficiente información acerca de los
procesos de aprendizaje del estudiante.
 137. La evaluación requiere hacer
explícitos los criterios de valoración.

 138. La calificación debe reflejar la
evaluación en proceso
 141. La no validez de las bajas calificaciones
por motivos disciplinarios.
 142. Obligatoriedad de la incorporación de
los estudiantes a las instancias de apoyo
 144. La oferta de instancias de apoyo es
responsabilidad institucional
 146. Las instancias de apoyo se integran en
las trayectorias escolares

 151. Las instancias de apoyo constituyen una
nueva oportunidad de aprender
 153.Las instancias de apoyo son una
oportunidad para acreditar espacios
curriculares.
 154. La institución asume la responsabilidad
de enseñar a estudiar a los alumnos
 158. Los períodos de diciembre y
febrero/marzo son una instancia de apoyo a
los aprendizajes y de evaluación en proceso
 159.El apoyo y la orientación a los
estudiantes en los períodos diciembre y
febrero/ marzo son responsabilidad
institucional

 Do the institutions where you work follow
these guidelines?
 What percentage of students fail the English
subject?
 Why do they fail?
 VIDEO:
http://audiovisuales.infd.edu.ar/sitio/index.
cgi?wid_seccion=24&wid_item=36

 I give my students a test at the end of each unit
as a way to complement formative assesment ,
so that I can track their progress.
 Students do not study for tests and that is why
they get low marks.
 I have so much to teach!I don’t have time to
implement assessment for learning, so I only use
tests.
 Students only want to know the grade they got in
the tests, si it is pointless to devote time to
giving them feedback on what went wrong.
Source: “Lessons learnt: an Introduction to ELT”,by Gabriel Diaz Maggioli &Lesley
Painter Farrell(2013), in Press.

 I never how to study for English tests.
 I do not know how the teacher is going to mark my
work.
 I get low marks because the teacher doesn’t like
me.
 I only study for the test. Doing homework is a waste
of time.
 I always get asked things that we did not study in
class in tests.
 I think I am doing well in my English class, but I am
not really sure.
 How would you respond to these teachers’ and
students’comments?

 It is the systematic and ongoing collection of
data about teaching and learning so as to
provide learners with useful feedback on
their work , while also helping teachers
redirect their work.
 It is different from testing as it may take a
variety of forms.

 When we evaluate we measure and we assign
a value to something.
 When we assess the purpose is to inform
learners about their progress.It is ongoing
and systematic.

 SUMMATIVE:
 Final
 Evaluative
 Graded
 Authority-driven
 Controlling
 Teacher-directed
 Traditional

 Process-Oriented
 Informative
 Ungraded
 Growth-driven
 Empowering
 Student-directed
 Alternative
 Discuss:What alternative ways of assessment
can we use? Douglas Brown, chapter 6.(Assessment for Learning,
Chapter 10, Gabriel Diaz Maggioli& Leslie Farrell, 2013)

 Collecting
 Reflecting
 Assessing
 Documenting
 Linking
 Evaluating
 What are the advantages of using portfolios?
Anijovich, R. and Gonzalez,C.(2011) “Evaluar para aprender”, Aique ediciones.
 TASK: In small groups read and discuss the advantages of using
portfolios in social sciences. Would they be useful in the English
classes?

 Self And peer-assessment
 Class Participation
 ASSESSMENT OF LEARNING:
 We measure a student’s performance against
a pre-established set of criteria.
 HIGH STAKES
 LOW STAKES
 ACCOUNTABILITY
 WASH BACK OR FRONT LOADING

 VALIDITY:
 Brown & Abeywickrama ,2010:29 “the
extent to which inferences made from
assessment results are appropriate ,
meaningful, and useful in terms of the
purpose of the assessment”
In other words, Does assessment test what was
taught in the way it was taught?

 The test is consistent and dependable. Test
administration. Criteria for correction.
PRACTICALITY:
Economic in every sense.
TASK: Analyze descriptors for speaking tasks,
and for rating compositions in Brown,D
(2010). What is their purpose?

 FEEDBACK DO’S:
 Focus feedback on the task/response
process/goals (not the learner)
 Present feedback in manageable units (two or
three areas at the most)
 Be specific and clear in the feedback messages.
Keep it as clear as possible.
 Reduce anxiety by providing examples .
 Give unbiased, objective feedback.
 Promote a learning goal orientation(praise
effort/ state that mistakes are an important
part of the learning process)

 Do not comapre a student to their peers, but
ratehr the student now, in the past or in the
future.
 Do not forget to provide students’strengths when
giving feedback.
 Do not present feedback that discourages the
learner or threatens theirs elf-esteem.
 Do not interrupt the learner if he is actively
engaged in a task.
 Use praise sparingly (focus on effort/progress)
 (*) Compare these views wsitht he ones provided
by Anijovich,R. in chapter 5.

 Think about the different kinds of assessment that you will be using
with your classes this year. Analyze them in terms of reliability,
validity and practicality.
 How do you carry out assessment for learning? Observe one of your
students with learning difficulties. How can you help him/her during
the year.
 Do you think it is possible to implement a portfolio or an e-portfolio in
your classes? What would be the advantages/disadvantages?
 How important is feedback? Discuss Anijovich`s views, chapter 5
(2010).
 extensionprohum@gmail.com
 BLOG
 Write your reflections in the PENZU journal.. You can start writing
here:https://penzu.com/pad/new_with_prompt/698
 Share them by mail: extensionprohum@gmail.com

Project prohum assessment and evaluation

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