62. 7.3. Assessment Criteria in the official curriculum
This decree (D 22/2007) has also adapted the assessment criteria established in RD
1513/2006 as follows:
First cycle:
1. Understand the global idea and identify some specific elements in oral texts, with the
help of linguistic and non-linguistic elements, and related to both classroom activities
and activities performed within students’ environment.
2. Read and identify words and simple sentences related to familiar and interesting
topics, and previously presented in an oral manner, by means of fun and
communicative activities and with the support of visual, gestural, and verbal elements.
3. Write words and expressions—that were previously known or used by students in oral
interactions—for a specific task and using models.
4. Participate in classroom activities and in very controlled oral interactions about familiar
topics, in easy-to-predict communicative situations, or related to immediate
communicative needs, such as: greeting, expressing likes, expressing feelings and
basic needs.
5. Recognize and reproduce some sound aspects, rhythm, stress and intonation in
expressions that appear in communicative contexts or in loud reading tasks, always
from previously-introduced models.
6. Use some basic strategies to learn how to learn such as: asking for help, using
gestures to facilitate communication, using visual dictionaries and identifying some
personal aspects so as to learn better.
7. Value the acquisition of some autonomy in the spontaneous use of simple and
common forms and structures.
8. Show interest and curiosity in learning the foreign language and recognizing linguistic
diversity as an enriching element.
63. 7.3. Assessment Criteria in the official curriculum
Second cycle:
1. Understand the global sense and identify specific information in oral texts, related to classroom
activities and to tasks carried out within students’ familiar environment, with the support of
linguistic and non-linguistic communicative elements.
2. Read and understand the global sense and some specific information of varied and simple texts
about familiar topics, in accordance with their communicative competence, with the help of basic
strategies, and for a specific purpose.
3. Participate in classroom tasks and in controlled oral interactions about familiar topics in everyday,
predictable, or simulated communicative situations, or in situations related to immediate
communication needs (speaking about abilities and likes, asking for permission…), in accordance
with basic norms of oral exchange, such as listening to and looking at the speaker.
4. Write sentences and diverse short meaningful texts in everyday and school situations from
previously-introduced models, for a specific purpose and in a specific format, both printed and
digital.
5. Use in a meaningful way typical forms and structures of the foreign language as regards sound
aspects, rhythm and intonation, in different communicative contexts, in loud reading activities, and
in tasks in which students participate actively.
6. Use some learn-to-learn strategies: asking for clarification, observing models, using gestures to
facilitate communication, making associations, using visual and bilingual dictionaries, recovering,
searching for, and compiling information about familiar topics presented in different formats, and
identifying some personal aspects so as to learn better.
7. Value the foreign language as an instrument to communicate with other people and show curiosity
and interest towards people who speak the foreign language.
8. Identify some everyday aspects, customs and celebrations in the countries where the foreign
language is spoken, and compare them to one’s own.
64. 7.3. Assessment Criteria in the official curriculum
Third cycle:
1. Understand the global sense and identify specific information in varied oral texts produced in
different communicative situations.
2. Read, both to oneself and aloud, different texts, with increasing vocabulary and expressions of
greater complexity, with the help of basic strategies to obtain specific information and extract
direct inferences.
3. Have everyday and familiar conversations about well-known topics in predictable communicative
situations, in accordance with basic norms of oral exchange, such as listening to and looking at
the speaker.
4. Elaborate different types of written texts from previously-introduced models, both in printed and
digital format, and paying special attention to production stages: planning, writing and revising.
5. Recognize and reproduce with greater correction sound aspects, rhythm, stress and intonation, in
different communicative contexts and using basic forms and structures, typical of the foreign
language.
6. Use some strategies that favour the learning process: using visual and gestural resources, asking
relevant questions to obtain information, asking for clarification, using bilingual and monolingual
dictionaries, searching for, compiling, and organizing information in different formats, using
information and communication technologies to contrast and check information, and identifying
some aspects so as to learn better.
7. Value the foreign language as an instrument to communicate with other people and as a learning
tool. Show curiosity towards people who speak the foreign language and interest in establishing
personal relationships with the help of information and communication technologies.
8. Identify some aspects, customs, and traditions typical of the countries where the foreign language
is spoken, establishing connections and comparing them with one’s own so as to develop an
intercultural awareness.
65. 7.4. Assessment Criteria in the syllabus design
• Assessment criteria in
the official curriculum
D. 22/2007 Primary Ed.
(SPECIFIC FOR EACH YEAR)
1. Develop Listening skills
2. Develop Reading skills
3. Develop Writing skills
4. Develop Speaking skills
5. Pronunciation
6. Learning-to-learn strategies
7. Autonomous learning
8. Appreciate communicative
value of the foreign lg
This decree (D 22/2007) has also adapted the assessment
criteria established in RD 1513/2006 as follows:
First cycle:
1. Understand the global idea and identify some specific
elements in oral texts, with the help of linguistic and non-linguistic
elements, and related to both classroom activities
and activities performed within students’ environment.
2. Read and identify words and simple sentences related to
familiar and interesting topics, and previously presented in
an oral manner, by means of fun and communicative
activities and with the support of visual, gestural, and
verbal elements.
3. Write words and expressions—that were previously known
or used by students in oral interactions—for a specific task
and using models.
4. Participate in classroom activities and in very controlled
oral interactions about familiar topics, in easy-to-predict
communicative situations, or related to immediate
communicative needs, such as: greeting, expressing likes,
expressing feelings and basic needs.
5. Recognize and reproduce some sound aspects, rhythm,
stress and intonation in expressions that appear in
communicative contexts or in loud reading tasks, always
from previously-introduced models.
6. Use some basic strategies to learn how to learn such as:
asking for help, using gestures to facilitate communication,
using visual dictionaries and identifying some personal
aspects so as to learn better.
7. Value the acquisition of some autonomy in the
spontaneous use of simple and common forms and
structures.
8. Show interest and curiosity in learning the foreign
language and recognizing linguistic diversity as an
enriching element.
66. 7.4. Assessment Criteria in the syllabus design
Guidelines to formulate the assessment criteria
CRITERIA:
• Comprehension (L/R: Input)
• Production (S/W: output)
• Phonological awareness
• Information management and
study skills
• Culture and attitude towards
language
Assessment criteria in the
official curriculum
D. 22/2007 Primary Ed.
• Develop Listening skills
• Develop Reading skills
• Develop Writing skills
• Develop Speaking skills
• Pronunciation
• Learning-to-learn strategies
• Autonomous learning
• Appreciate communicative
value of the foreign lg
67. 7.4. Assessment Criteria in the syllabus design
COMPREHENSION: To be able to
1. show an understanding of simple oral and written texts
2. determine what words mean using context clues
3. demonstrate an ability to skim / scan written texts and draw conclusions and form
generalisations
4. show an understanding of oral / written texts that have been previously
contextualised
PRODUCTION: To be able to
4. proofread their own written production in the light of the grammar points
previously presented in class
6. demonstrate an understanding of different purposes when speaking / writing
7. distinguish features of words and short sentences
8. show an ability to recognise words within sentences
PHONOLOGICAL AWARENESS: To be able to
9. demonstrate a use of basic intonation patterns when delivering info
10. show an understanding of word pronunciation, sentence rhythm and intonation
11. recognise different basic intonation patterns while L to native sources
12. show a basic command of sound-spelling correspondences
68. 7.4. Assessment Criteria in the syllabus design
INFO MANAGEMENT and STUDY SKILLS: SKILLS AND STRATEGIES: To be able to
13. recognise clues that help ss make and explain inferences in contextualised pieces
of information
14. demonstrate a use of context clues to determine the meaning of words and carry
out oral and written tasks successfully
15. show an understanding of various formats to interpret information (e.g. maps,
charts, diagrammes)
16. carry out projects successfully by using computers to research subjects
17. show an ability to choose different study strategies to help read texts and learn,
and recall info from texts
CULTURE AND ATTITUDE TOWARDS LG: To be able to
18. demonstrate an understanding of how lg and culture contribute to the message
19. show an understanding of British and American customs
20. demonstrate an interest in getting to know more about the foreign culture and lg
21. demonstrate a use of expressions necessary for social interaction (greetings,
farewells, and thanking)
22. give full attention when listening to the classmates’ production
IMPORTANT:
• Don’t divide objectives into categories
• You will explain the why during your presentation)
69. 7.5. Marking referents and achievement indicators
CRITERIA FOR DESIGNING A GOOD TEST
1. ECONOMY:
• refers to obtaining maximum amount of info about what the learner
knows or can do in as little time as possible
2. RELEVANCE:
• involves the match among the course, curriculum goals and the test
(what and how has been taught)
3. ACCEPTABILITY:
• considers to what extent learners accept the test as valid (appears to be
fair and reasonable)
4. COMPARABILITY:
• takes into account how groups of learners perform on a test (two
different kinds of tests that aim to test the same knowledge or ability
should yield similar results)
70. 7.5. Marking referents and achievement indicators
MY TESTS:
1. present one thing at a time
2. keep meaning in focus
3. move from word to sentence level
4. use both oral and written input/output
More precisely:
1. CLASSROOM GRAMMAR TESTS
• assess individual grammar items and skills
2. OBSERVATION
• I observe ss all the time: informal monitoring (helps us make decisions
about how our lessons are going)
3. ELICITATION TASKS
• designed to stimulate the production of specific grammar items in
context
71. 7.5. Marking referents and achievement indicators
ACHIEVEMENT INDICATORS:
• With regard to the assessment of students’ development of basic
competences, achievement indicators define the specific level of attitudes
demonstrated, skills applied, or knowledge acquired by the student in relation
to a corresponding prescribed learning outcome.
• They describe what evidence a teacher might look for to determine whether or
not the student has fully met the intent of the learning outcome.
• Achievement indicators are not mandatory; they are suggestions only,
provided to assist teachers in assessing how well their students achieve the
prescribed learning outcomes.
• The following achievement indicators can be used in this syllabus design.
72. 7.5. Marking referents and achievement indicators
Students will:
• Acquire and begin to use sources of information, processes, and
strategies to identify, form, and express ideas.
INDICATORS:
o selects and reads texts for enjoyment and personal fulfillment
o has an awareness of the connections between oral, written, and visual
language
o uses sources of information (meaning, structure and visual) and prior
knowledge to make sense of a range of texts
o associates sounds with letter clusters as well as with individual letters
o uses processing and some comprehension strategies with some confidence
o is developing the ability to think critically about texts
o begins to monitor, self-evaluate, and describe progress.
73. 7.6. Assessment procedure rationale
– Wide range of techniques to gather information
– Criteria to formulate assessment criteria:
• Comprehension
• Production
• phonological awareness
• information management
• study skills
• Culture and attitude towards lg.
74. Final task
FINAL TASK:
• Design your own unit of work
– Context
– Unit (as in the syllabus)
– Unit of work (type of activities you’d like to present)
• Deadline: 23rd July 2010
antonio.garciag@uah.es
