Rodrìguez Pintle Eric
Assessment Plan
The next assessment plan will show us how the students improved their four skills of the second language learning during the course in the classroom. The aspects that will be evaluated are linguistic and non-linguistic.
Linguistic Factors | Non-Linguistic Factors |
Speaking aspects: · Fluency · Vocabulary · Intonation · Relevance · Discussions · Tone · Pronunciation | This characteristics will be taken into account on every class of the course · Attitude · Effort · Involvement · Frequency of participation · Organization · Attendance · Disposition · Group work |
Listening aspects: · Comprehension · Listening for specific information · Discriminating sounds (pay attention only to what is relevant) · Accuracy · Distinguish pronunciation between similar words. · Identify the main idea of a discourse or discussion · Guessing meaning of unknown words in a dialogue | |
Reading aspects: · Use of skills for reading: 1. Scanning 2. Skimming 3. Predicting 4. Previewing 5. Questioning · Fluency · Group reading · Individual reading · Silent reading · Level of comprehension when reading in class | |
Writing aspects: · Reading reports · Essays · Group work short composition (in the classroom) · Individual short compositions (in the classroom) · Brief activities in the classroom: 1. Fill in the blanks 2. Complete the sentence 3. Dictation · Homework |
English course
Level 1
UNIT 1 Nice to meet you!
1.1 Introducing yourself.
Learning objectives: Students will learn how to introduce themselves in the target language with the common expressions of English (give name, birth date, occupation, address, age, and nationality). Besides, they must be able to ask this information to another person. The present tense is going to be the main grammatical objective.
1.2 Introducing others.
Learning objectives: Learners have to know how to introduce someone else, by saying the occupation, address, age, nationality, etc. of another person. The present tense will be applied with the different pronouns using vocabulary that they already know and new vocabulary.
1.3 Asking for a person’s information.
Learning objectives: The students will be able to ask for their classmates’ information through small group activities. The main objective is the question form with the verb to be.
INFORMAL ASSESSMENT
What will be informal assessed in a classroom situation?
In informal assessment we will focus on what is performed during the class, such as speaking skills, and reading skills that show us how our students are achieving the language.
Reading skills will be evaluated through reading group, silent reading, and applying activities to develop skimming and scanning.
Speaking will be evaluated in the class discussions, students’ participation, coral drills, and role plays.
Also, we have to evaluate the non-linguistic aspects, and one of the most important is the attitude, which will determine how often a student participates in the classroom, and how he will work with his/her classmates.
Do not forget that an appropriate atmosphere is needed in order to students feel comfortable in the classroom and, so, they take risks to practice the language.
FORMAL ASSESSMENT
What will be formal assessed in a classroom situation?
In this part of the evaluation, we will focus on writing, grammar, speaking, and vocabulary. The tools we are going to use to evaluate each of these aspects are:
Writing: This skill will be evaluated trough multiple choice activities and a short text written by the student.
Grammar: By making a short story using determined tenses in the writing. For example: “Write a brief story of why do you like English using the present tense.”
Speaking: Through an individual oral test.
Vocabulary: Use exercises of filing in gaps, focusing on specific vocabulary, the one that is going to be evaluated.
What would be the weight?
Informal assessment 40%
· Reading skills 10%
· Attitude 10%
· Speaking 10%
· Participation 10%
Formal assessment 60%
· Tests 30%
· Grammar 10%
· Writing 10%
· Reading 10%
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