Activity 4

1. CI: DISEÑO Y GESTION DE AMBIENTE
DE APRENDIZAJE EN EFL
NAME: DAYANNA NICOLE ANDRADE
NRC: 5653

2. CLASSROOM ASSESSMENT
• Assessment, a process of observation that allows teachers to
measure goals or achievements in terms of students' skill
development, define the decision-making process.
• Effective assessment can motivate students as it should not
always look like a grade, the perspective of an effective way
emphasizes: purpose, the center, type of assessment, self-
assessment, needs, realization, grading and results.

3. CONCEPTS OF CLASSROOM ASSESSMENT.
1. Quantitative
assessment:
numerical
scores.
2. Qualitative
assessment: Verbal
based descriptions
that look for
specific behaviors
or skill
development.
3. Measurement:
Numerical
description of
individual attributes
or knowledge.
4. Reliability:
Consistency that
measures the
characteristics of
student
performance.
5. Validity: How
well a test
measures and
addresses the
intended use of
the test.

4. Pre-assessment
- How diagnostic testing is
assessment occurs before
formal instruction begins.
- It identifies prior knowledge
and facilitates planning to
meet objectives; the results of
a pre-assessment provide a
better understanding of
curricular vocabulary,
concepts, linguistic
knowledge, and language
use.
Formative assessment
- Determines what and how students are learning,
motivates and challenges students to higher levels
of curricular achievement.
- Students have to demonstrate their knowledge
through different activities.
Achieves:
Explain and clarify expected student performance.
Design tasks and activities that elicit evidence of
learning.
Provide positive feedback to individuals, advancing
grades.
Encourage collaborative learning
Develop students' responsibility for their learning.
- Assists teachers in planning subsequent lessons.
Summative assessment
- Consists of a pencil and paper
test at the end of a period,
include multiple choice,
response items, matching items,
fill-in-the-blank items, true or
false questions, essays, etc.
- They are intended for grading,
promotion, or certification
purposes because they are based
on student judgment in terms of
scores or level of performance.

5. Norm-referenced assessment
- A standardized test that compares individual student performance to a sample population.
It’s used to assess basic skills, identify specific learning disabilities, make eligibility decisions,
and determine a young student's readiness.
Criterion-based assessment
- Based on the number of correct answers provided by students. Determines whether someone
has achieved the target skill, competency, or knowledge against a predetermined standard,
goal, level, or criterion.
Performance-based assessment
- Performance assessment as a test that requires a student to create a response or product that
demonstrates knowledge or skills.

6. PRODUCT ASSESSMENT
- IT REQUIRES EFFECTIVE METHODS, TECHNIQUES, AND RESOURCES THAT LEAD US TO GET IT RIGHT AND APPROPRIATE DECISIONS IN THE
TEACHING-LEARNING PROCESS PROCESS.
- A LIST OF RESOURCES TO BE APPLIED DURING THE EVALUATION PROCESS IS PRESENTED:
Project: these are systematic
investigations related to reaching
an objective.
Research paper: is a piece of
academic writing that provides
analysis, interpretation, and
argument based on in-depth
independent research.
Log or journal: requires students
to use written language: modeling
grammar, punctuation,
vocabulary, sentence structure,
cohesion, coherence, and
accuracy to organize their
thoughts and gain confidence.
Multimedia product: assessment
tools, videos, podcasts,
broadcasts, audio recordings and
digital presentations.
Oral presentations: most of one's
success depends on how good
one's speaking skills are.
Game-based: valuable on children
and young learners. Assessment is
consistent with the methodology,
the outcome is enjoyment of the
process.
Activities: dramatizing events and
role-playing provide the
opportunity to see, listen, talk and
work.
Debate: allows people to express
their point of view related to a
specific topic, requires critical
thinking and, in terms of
education, debate requires that
students not only understand and
know information.