Design for Assessment Instruments

7/27/2019 Design for Assessment Instruments

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Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico

Direccin de Programas de Innovacin Educativa

Coordinacin del Programa de Ingls en el Distrito Federal

DIRECTORY

Dr. Luis Ignacio Snchez Gmez

Administrador Federal de Servicios Educativos en el Distrito Federal

Jenny Taboada Coblentz

Coordinadora del Programa de Ingls en el Distrito Federal


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PURPOSE

Ground the basis for assessment according to the Curriculum 2011 and the National English Program in Basic

Education (NEPBE).

Familiarize participants with the selection and design of an assessment instrument and criteria.

CONTENTS

1. Assessment based on the Curriculum 2011

1.1 Assessment for learning1.2 Emphasis on the development of competencies1.3 Curricular Standards

2. Assessment within the NEPBE

2.1 General purpose and characteristics2.2 Curricular standards for English as a Second Language

3. Design of assessment instruments

3.1 Selecting an instrument3.2 Designing assessment criteria

Glossary

Bibliography


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1. ASSESMENT BASED ON THE CURRICULUM

1.1Assessment for learning1

The teachers are responsible for the assessment of the students learning, the students follow up, and for

creating learning opportunities and make changes to their practice so that the latter achieve the learning

stipulated in the Plan and the syllabi.

The assessment of learning is the process that makes it possible to obtain evidence, make judgments and

offer feed-back to students on their learning achievements throughout their formative stage; therefore, it isan integral part of the teaching and learning processes.

From this viewpoint, it is advisable to obtain pieces of evidence and offer feedback to students throughout

their formation, since this information on their own learning will equip them with tools to actively

participate in the improvement of their performance and will expand their learning possibilities. The

students need to have full comprehension of the ways in which they can reach full potential of theirachievements and overcome their difficulties. Thus, the teacher should describe and explain to students

the ways in which they can achieve these. In this sense, a mark or a description without proposals for

improvement will turn out to be insufficient and inappropriate to improve their performance.

To suit this purpose, it is necessary to identify the strategies and instruments that are adequate to reach

the desired level of development and learning of the students. Some instruments worth using for gathering

pieces of evidence are:

Rubrics or check-matrixes


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Collaborative projects for information searching; problem identification and alternativesolutions formulation

Diagrams and concept maps Records of students attitudes observed in groups activities Portfolios and work binders Written or oral evaluations tests

1.2Emphasis on the development of competencies2

Basic Education is aimed at developing competencies, the achievement of Curricular Standards and theExpected Learning Outcomes by the following means:

A competencyis the capacity of responding to different situations, and it implies to know how to(abilities), to know about (knowledge), and to be conscious of the consequences of actions (values

and attitudes).

The Curricular Standards are the descriptors of achievement, which determine what students willbe able to do at the end of a school period. They incorporate the expected learning outcomes,

which are organized per subject, grade and unit in elementary and secondary levels, and per

educational fields in Preschool. The Curricular Standards are equivalent to international

standards, and in conjunction with the achievements, they constitute the parameters for national

and international evaluations, which are intended to assess students progress along Basic

Education, considering the complexity and gradation of learning outcomes.


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outcomes consolidate gradually the knowledge, abilities, attitudes and values which students must

reach in order to manage more complex stituations, to achieve the Curricular Standards, and to

develop the competencies.

To sum up, the competencies, the Curricular Standards, and the expected learning outcomes will provide

students with the necessary tools to apply efficiently the acquired knowledge, abilities, values andattitudes, with the intention of acting according to current demands in different contexts.

1.3Curricular Standards3

Curricular Standards are organized in four academic periods that encompass three school grades each.These periods correspond to certain key features or characteristics in the cognitive development of

students. The curricular standards are the basis for the design of assessment instruments.

CURRICULARSTANDARDS

SCHOOL PERIOD SCHOOL GRADE STUDENTS AGE

First Third grade preschool Between 5 and 6 years old

Second Third grade elementary Between 8 and 9 years old

Third Sixth grade elementary Between 11 and 12 years old

Forth Third grade secondary Between 14 and 15 years old


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2. ASSESSMENT WITHIN THE NEPBE

2.1 General purpose and characteristics

In the National English Program for Basic Education (NEPBE), assessment is conceived as a means to

make decisions about:

the students performance in order to intervene at different moments (before, during and after) in the

teaching-learning process, and decide whether the teaching situations, the organization of work in the

classroom, the use of materials and the kind of help or guidance provided are on the right track towards

reaching the programs purposes.

For this reason, it is necessary that assessment take into account:

the students performance during the development of tasks or programmed activities. the progress students make, related to their own starting point and the products derived from the

specific competencies with the English language in different social environments.

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA., pp. 33, 39

2.2 Curricular Standards in Second Language: English

The definition and construction of the Curricular Achievements is based on national and international

criteria and standards, such as the Certificacin Nacional de Nivel de Idioma (CENNI), and the Common

European Framework of Reference for Languages: Learning Teaching, Assessment(CEFR). The achievementsrefer to knowledge, skills and attitudes expected at different stages in students development.

The achievements are organized as follows:


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iv. Attitudes towards language and communication. It implies to incorporate aspects related to

interculturality, language diversity, personal and social identity construction.

The standards are specified according to the purposes of each cycle:

Cycle I: Familiarization and awareness of the language. Cycle II: Acquisition of the language. Cycle III: Development of specific competencies.

Curricular Standards First period Second period Third period

Comprehension

Listening

Listening

comprehension involvesunderstanding and

responding to

expressions of basic

social interaction,

common instructions,

and basic information ofoneself and ones own

environment.

Listening

comprehension involvesthe ability to understand

the general meaning and

participate in exchanges

and short oral texts

produced in social

environments that use afamiliar repertoire of

words.

Listening

comprehension involvesthe ability to understand

and participate in

exchanges and short oral

texts used in different

social environments,

such as theidentification of the

main idea in brief

announcements and

messages.

Reading

Reading comprehension

includes participating in

the exploration of

illustrated informative

texts and childrens

literature, identifying

th l ti b t


implies to participate in

the recognition of

instructions and basic

ads, as well as the search

for vocabulary and

i f ti ifi


involves understanding

both personal and

everyday life texts, as

well as finding specific

information in simple

lit d d i


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Expression

Speaking

Speaking implies theability to respond with

known expressions to

oral and written models

related to immediate

communication needs in

familiar and knowncontexts and with

specific purposes.

Speaking involves theability to assume the

role of speaker and/or

recipient to participate

in common and short

oral exchanges in

familiar and knowncontexts.

Speaking involves theability to participate as a

speaker in short and

common oral exchanges

in different social

environments.

Writing

Writing involves

reacting to familiar and

known texts through the

spontaneous production

of graphics, as well as

the guided production

of words that

communicate a message.

Writing involves both

the ability to express

opinions and simple

requests in familiar con-

texts, such as the writing

of personal data to fill

out formats and forms.

Writing involves

producing short and

simple texts related to

everyday and routine

information, immediate

needs and simple

descriptions, based on a

repertoire of known

words.

Curricular Standards First period Second period Third period

MultimodalityNon verbal

language

Involves relating images

to oral and written texts,

and reproducing sound

and rhythmic patterns

from rhymes, songs, and

children poems.

Recognize the

differences in font,

colors and images when

creating multimodal

texts.

Understand the

distribution of graphic

and textual components

in texts of familiar and

community

environments.

Attitudes

It implies to show

curiosity and interest in

learning about English

It implies to appreciate

emotions, cultural

traditions, and

It implies to become

aware of problems that

affect ones own


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3. DESIGN OF ASSESSMENT INSTRUMENTS

Activity 1.In teams, explain in your own words the following aspects for designing an assessment instrument.

Activity 2.

Discuss these questions in teams:

Consider thepurpose ofassessment

Aim at thedevelopment

ofcompetencies

Considerschool

periods andCurricularStandards

Characteristicsof assessment

within theNEPBE

Consider theSocial

Practice, andthe

ExpectedLearningOutcomes

Select anassessmentinstrument

Specifyassessment

criteria

12

3

45

6

7


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3.1 Selecting an instrument

In order to select an assessment instrument, it is important to consider the characteristics and purposes of

each official instrument as well as the type of assessment that is being carried out: diagnostic,formativeor

summative.

Activity 3.

Complete the following chart in teams.

INSTRUMENT CHARACTERISTICS TASKS TO GATHER

INFORMATION FOR

ASSESSMENT

RUBRICS Assessment tool that specifies the levels ofperformance expected from students in a

value scale.

It helps to clarify the criteria or indicators.CHECKLIST Checklists contain a list of behaviors or

specific characteristics, which are to be

determined if they are present or absent.

Behaviors are usually expressed in simplesentences.

JOURNAL Notes taken by the teacher about studentsperformance. They include a description ofstudents achieved competencies.

This record is a free and contextualizedregister. It offers unbiased and

contextualized information about students


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3.2 Designing assessment criteria

As established by the Acuerdo 6484, which is the guideline and legal document for evaluation and

assessment, the components to be taken into account in this process should be:

Assessment of students performance in relation to the achievement of the expectedlearning outcomes and the competencies involved, considering as well its suitability to the

curriculum.

The diverse characteristics cultural, linguistic, of learning styles and rhythms- present instudents.

Thus, considering the elements mentioned, once the assessment instrument has been selected, the main

guidelines for designing it correspond to the expected learning outcomes since they are the indicators of

students performance during the development of tasks. In addition, the social practice, the contents and

the product, should be also considered for determining the activities to collect evidence of students

performance.

Activity 4.In teams, analyze and modify the assessment instrument included in the Annex 2, considering the

following aspects:

Does it comply with the guidelines mentioned in the previous sections? Does the format correspond to a specific instrument? Is the information that should be registered clear? Which tasks would you use to collect information and evidence to register it in this instrument?


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GLOSSARY

Curricular

Standards

They are the reference for teachers to design their assessment instruments. They

express what students should know and be able to do in four academic periods: at the

end of third year of preschool, at the end of third and sixth grade of secondary school.

These periods correspond to specific features of cognitive development of students, and

they correspond to the curriculum contents of the each grade.

AchievementsExpected learning outcomes. They should be related to the purpose of each unit and

they can be used as assessment criteria.

Competency

It is the capacity of responding to different situations, and it implies to know how to

(abilities), to know about (knowledge), and to be conscious of the consequences of

actions (values and attitudes).

Assessment

Group of actions aimed at getting information about the students performance in order

to intervene at different moments (before, during and after) in the teaching-learning

process.Characteristics

of assessment

within the

NEPBE

It is defined as a global, continuous and formative process.


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BIBLIOGRAPHY

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Fundamentos Curriculares.

Preescolar. Primaria. Secundaria. Mxico, 2011.

SEP. Plan de Estudios 2011. Mxico, 2011.

SEP.Acuerdo Nmero 592. Por el que se establece la articulacin de la Educacin Bsica.Mxico, 2011.

SEP. Acuerdo 648. Por el que se establecen normas generales para la evaluacin, acreditacin, promocin

y certificacin en la Educacin Bsica. Mxico, 2012.


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ANNEX 1

Unit 3B - 4th Grade

Social practice of the language: Formulate and answer questions in order to find information about a specific topic

Environment: Academic and educational

Specific Competency: Formulate and answer questions to obtain information about a specific topic

Achievements Contents Product

Understands the purpose of questions.

Identifies the content of questions.

Formulates questions to obtain

information.

Identifies auxiliaries in questions.

Understands the use of question

marks.

Writes questions to obtain

information.

Doing with the language

Explore a set of illustrated questions about a topic of

interest for students.

Identify the purpose of questions.

Predict the content of questions.

Identify the structure of interrogative sentences.

Clarify the meaning of unknown words.

Listen to the reading aloud of questions.

Identify words used to formulate questions.

Read questions aloud.

Complete questions.

Practice pronunciation of words in interrogative

sentences.

Identify words that work as auxiliaries in

interrogative sentences.

Read questions.

Check intonation when formulating questions.

Write questions to obtain information. Select and order words to formulate questions.

Complete interrogative sentences using auxiliaries

or question words.

Identify punctuation in interrogative sentences.

Questionnaire to study

Select a topic of study and determine the

aspects that will form the questions.

Formulate questions orally and check

that they are relevant to obtain the

information needed.

Write questions based on a model.

Check that the questions are

understandable, complete and that they

comply spelling conventions.

Write the final version of the questions

on a sheet of paper to make a questionnaire.

Exchange the questionnaires with other

teams and practice reading the questions

aloud.

Request permission to ask students

in higher grades to answer the

questionnaire.


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Knowing about the language

Contextual clues.

Graphic components.

Acoustic characteristics.

Types of sentences: interrogatives withauxiliaries and with the copulative verb (to be).

Question words.

Verb forms: auxiliaries.

List of suitable words.

Word division in the acoustic chain.

Punctuation: question mark.

Upper-case letters.

Being through the language

Show interest towards new knowledge.

Cooperate to check the finished work.


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Administracin Federal de Servicios Educativos en el Distrito Federal

Direccin General de Innovacin y Fortalecimiento Acadmico



ANNEX 2

Schools name: Grade & Group: 4 Unit: 3B

Teachers name:

Social Practice:

Formulate and answer questions in order to find

information about a specific topic

Product:

Questionnaire to study

Specific Competency:

Formulate and answer questions to obtain

information about a specific topic

Learning Environment:

Academic and educational

STUDENTS

NAMES

Listening Reading Vocabulary Writing Speaking Spelling Grammar

Uses intonation when

formulating

questions.

Formulate questions

in affirmative and

negative form.

Selects and order

words to formulate

questions.

Writes questions to

obtain information.

Ask and answer

questions about

specialized topics

correctly

Uses upper and

lower case

letters when

necessary

Uses auxiliaries,

subjects and verbs in

questions.

CRITERIA

Documents

Design for Assessment Instruments