Guia Semanal de Currículo aplicada al ingles III del VII ciclo, en la cual se trabajará el tema de la primera semana, y así sucesivamente

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GUIA DE INFORMACIÓN - AUTOAPRENDIZAJE: CURRICULO Y DIDÁCTICA
APLICADOS AL INGLÉS III PARA LOS ESTUDIANTES DE LA ESPECIALIDAD
IDIOMAS: INGLÉS VII DEL IESPP “JOSÉ SANTOS CHOCANO” - SEMANA 1

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MISIÓN
“Somos una institución acreditada que forma, en la región Amazonas, profesores competentes de
acuerdo con las exigencias actuales y los estándares requerido, bajo un sistema interactivo con
predominancia de lo digital, caracterizado por poner en práctica la innovación e investigación”
VISIÓN
“Al 2021 seremos una escuela de educación superior pedagógica en formación inicial docente, re
acreditada en todos sus programas de estudio, basada en un modelo de gestión por resultados y un
sistema interactivo digital, caracterizado por la exclusividad, transparencia, eficacia y la promoción
de la investigación”

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INTRODUCCIÓN
La presente guía de Currículo y Didáctica Aplicados al Inglés III tiene como
finalidad brindar a los estudiantes de la especialidad de Idiomas: Inglés,
información teórica sobre los documentos orientadores del trabajo docente
indispensables para aplicarlos en las IE de su práctica pre profesional, así también
información referida a la evaluación de las cuatro habilidades del idioma Inglés:
Writing, Speaking, Listening, Reading. También se propone un conjunto de
actividades que le permitirán al estudiante poner en práctica lo que aprende de
manera que se haga una autoevaluación sobre sus avances y lo que aún necesita
mayor refuerzo, buscando en otras de fuentes o pidiendo ayuda a personas
expertas en los contenidos considerados en el presente material de consulta.
Este documento ha sido desarrollado teniendo en cuenta la unidad de
competencia, criterios de desempeño, indicadores, contenido, productos y
estrategias consignadas en el silabo del área en mención.
La guía, está estructurado en una unidad denominada: “Formal, Informal and Self-
assessment Techniques in teaching-learning process of English language”; la cual,
se trabajará en 9 semanas, en cada semana se les estará enviando información
del tema y las actividades a desarrollar, en las sección Tarea de la Plataforma
Virtual Institucional “Chamilo” o en las redes sociales.

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II CONTENIDO TEMÁTICO
UNIT ONE:
“FORMAL, INFORMAL AND SELF-ASSESSMENT
TECHNIQUES IN TEACHING-LEARNING PROCESS OF
ENGLISH LANGUAGE”

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WEEK Nº 01
EVALUATION, ASSESSMENT AND TESTING: CONCEPT
Teaching a language is a very complex process that involves different factors which need
to be taken into account to be successful at it. For instance, teachers need to consider the
students, the materials used to teach, the environment, the students’ families etc., in order
to establish plans that contribute to have a better teaching-learning process. One of the
aspects of teaching that is strongly influenced by the aspects mentioned before is the
evaluation. Regarding this, there are many misconceptions in relation to what is
evaluation, what is assessment, what is testing and the differences among them. As
Loannou and Pavlou pointed out: “The terms evaluation, assessment, and testing are often
confused and used interchangeably. They do not however, mean the same
thing.”(Loannou and Pavlou, 2003, P 4) As a result, teachers are not using and selecting
the most appropriate tools to assess and evaluate the learning process of students. For
this reason we believe it is necessary for teachers to have clear each of these concepts,
the differences among them and how they are related in order to have clearer criteria in
the selection and implementation of instruments that allow them assess students and
evaluate the teaching-learning process.
There are many authors defining evaluation. Here two points of view about
evaluation will be presented. According to David Nunan (1999), “Evaluation is the
collection and interpretation of information about aspects of the curriculum…for decision
making purposes” (Nunan, 1999, p85). Loannou and Pavlou (2003), give a similar
definition of evaluation. They state that: “Evaluation is the process of gathering
information in order to determine the extent to which a language program meets its
goals.” (p.4) As it can be seen evaluation is the part of the teaching process that allows
gather and understand information about it, which will be useful not only for teachers but
for all the people being part of the teaching process, to make changes, innovate in case
something is not working well, confirm if things are going well, strength part of the

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teaching-learning process and determine if the aims proposed at the beginning of the
process are being achieved.
In this sense, the evaluation have been classified according to its purpose. Thus, we will
find three different types of evaluation:formative evaluation (the evaluation is carried out
as part of the process to see what is working well and what is not), Illuminative
evaluation (seeks to find out how different aspects of the program are being
implemented), and Summative evaluation (seeks to make decisions about the value of
different aspects of the curriculum). (Nunan, 1999,p288-292) For achieving all that,
evaluators can make use of tests, questionnaires, observations etc. Also, It is important to
bear in mind that this process should be developed through the course and not only at
the end as many people believe. It is necessary to determine how things are working
while the process is taking place to make the necessary changes not waiting until the end
for doing that.
Regarding assessment, this is a term that is part of the evaluation. Nunan (2004,
p118) states that: “assessment is taken to refer to the set of processes by which we judge
students learning”. According to Tom Angelo (1995), assessment is: “an ongoing process
aimed at understanding and improving student learning”. Based on these two definitions,
it is clear that assessment is related more specifically to the students and the group of
methods that are used to judge their performance. In this case, both teachers and
students are involved in the assessment process. Teachers usually make use of activities,
tests and exercises to assess students, not only how well they are doing but also, for
identifying what factors are causing their success or failure. And students make use of
self-assessment and peer assessment in order to identify by themselves and with the help
of their peers which are their strengths and weaknesses and also for identifying the ways
of learning and materials they like the most. Depending on the results of the teacher’s
assessment and student’s self-assessment, different actions and changes can be made
after analyzing these results during the evaluation of the process.
The other concept that is usually misunderstood and sometimes used to refer to
the ones described above is testing. Loannou and Pavlou, state that “testing is one of the

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procedures that can be used to assess child’s performance. A test has a certain objective,
for example, to see to what extent a child understand a written text.” (Loannou and
Pavlou, 2003, p.4). John Norris in his article about Purposeful language Assessment, offers
the following definition of testing: “Language tests are simply instruments or procedures
for gathering particular kinds of information, typically information having to do with
students’ language abilities.” (Norris, 2003, P1) As we can see testing is the most specific
of the three procedures. This is one of many different instruments that can be used to
assess students’ performance. Tests are selected taking into account a specific objective
depending on what needs to be tested, and what exactly are we looking for. That is why,
the teacher is the one who is in charged of deciding what kind of test will use and also
the one in charged of testing students through different instruments including tasks,
quizzes and exercises.
To conclude it can be said that evaluation, assessment, and testing keep a relation but do
not mean the same. Evaluation is the most general of the three concepts including
assessment as one of the procedures to gather information that will be used in the
evaluation. The other procedure is testing. This is part of assessment and is one of the
many instruments the teacher can use to assess students’ performance. Having clear all
this allows teachers not only clarify the meaning of each concept but the characteristics
they have, when they are needed, what for they are used, who are in charged of them and
how these procedures can be carried out during the teaching learning-process which let
him/her make better use of the three procedures previously described.
A. Read the Information:
. Make a written analysis.
B. Watch the video:
https://www.youtube.com/watch?v=firweKlg3bU
.Make a visual organized about this topic.