LA EVALUACIÓN AUTÉNTICA BASADA EN

EL DESEMPEÑOConsejo Técnico Escolar

May 30th 2014

THE FACILITATORSO Evelyn Garzón Dugas (Colegio María del Rosario)

O Patricia Valencia Denicia(Colegio Jalil Gibrán)

O Víctor Guzmán (Colegio Loyola)

O Melanie Olvera Ventura(Liceo Británico de México A.C.)

THE WORK PLAN1. Check in.

2. Introduction.

3. How does the PADLET work?

4. Let’s remember the ECA’s

5. What’s the autentic evaluation based on the performance?

COFFEE BREAK

8:30 – 9:00

9:00 – 9:10

9:10 – 9:40

9:40 – 10:10

10:10 – 11:00

11:00 – 11:30

THE WORK PLAN6. Presentation of a strategy

based on the development of projects.

7. How to make a rubric?

8. Presentation of products and plenary about the rubrics.

9. Elaborate a rubric based on the strategy explained earlier.

10.Presentation of rubrics and conclusions.

11:30 – 11:50

11:50 – 12:10

12:10 – 12:30

12:30 – 13:40

13:40 – 14:00

HOW DOES THE PADLET WORK?

O http://es.padlet.com/wall/se014ingles

WHAT ARE THE ECA’S?OLearning based

on case’s study.OLearning based

on problems.OLearning based

on projects

WHAT’S AUTHENTIC PERFORMANCE- BASED

ASSESSMENT?

11:00 – 11:30

STRATEGY BASED ON THE DEVELOPMENT OF PROJECTS

O CAMPAIGN “RISK BEHAVIORS PREVENTION ”.O SUBJECTS: ENGLISH, SCHOLAR ORIENTATION, ETHICS AND VALUES

II.

O OBJETIVES:1. To encourage the students to consult, to contrast and to discern

true and reliable information from different sources.2. To guide the students in the planning of a campaign that will allow

them to effectively inform and educate the student population about the risk behaviors.

3. To supervise the students during the development of communication tools while using a second language to inform the student community about the risk behaviors.

4. To encourage the students to develop the ethical and committed reflection on risk behaviors, defined as current moral issues.

O GOALS.1. To launch a campaign developed by and for the students of

“Liceo Británico de México A.C.”2. To reduce the institutional lack of knowledge about the risk

behaviors that could affect the mental, physical and social health of teenagers.

3. To raise community awareness about the causes and consequences of risk behaviors that exist and that can affect teenagers.

O PROJECT’S PRODUCTS.1. Class presentations with the information about the causes,

some strategies to prevent the risk behaviors, and physical, emotional and social consequences of these behaviors.

2. Videos with interviews or dramatizations to sensitize and educate the public about the causes and the consequences of risk behaviors.

3. Posters with slogans and information about the institutions to which the people could turn for expert guidance.

HOW TO MAKE A RUBRIC?

O GET TOGETHER IN GROUPS OF 5.

O ELABORATE A FLOW CHART WHERE YOU CAN SEE THE PROCESS OF DEVELOPING A RUBRIC.

How to make a rubric

1. Determine the capacities or competences to be developed.

Precise contents

and specific learnings

Provide homeworks

and educational

practices

2. Examine models

Collect and analyze

examples of works

Identify characterist

ics

Clarify teaching supports

3. Select the criterias of evaluation

Take into account the

analysis of the previous models

Identify the evidence based on

process and products

Related to:Content objectives or Process

objectives.

4. Write the different levels of quality

Develop a rubric

Connect the criterias and the

levels to the progressive

development

5. Share and check the rubric with the

students

Discuss the content

Practice the evaluation with a work

Modify the rubric

6. Use the rubric as a resource of self assessment

and evaluation in pairs

Teach the students

how to use a rubric in teaching-learning

situations

Reflex on the

usefulness of the rubric

Give the students

the chance of checking their works

7. Evaluate the final product

Compare works with the rubric in order to determine achievements

8. Lead the teacher’s evaluation to communicate the

results from the rubric

Prevent changes and supports to students as a result of the

evaluation

MAKE A RUBRIC FOR THE PROJECT

O GET TOGETHER IN GROUPS OF 5.

O EVALUATION’S CRITERIA:

1. WRITTEN PRODUCTION.2. ORAL PRODUCTION.3. READING

COMPREHENSION.4. LISTENING

COMPREHENSION.

Doing a rubric…

THE RUBRIC MADE FOR THIS PROJECTASPECT/

CRITERIAEXCEPTIONAL

10ADMIRABLE

8 - 9ACCEPTABLE

7AMATEUR

5

Oral evaluation. 20%

- Appropriate use of English grammar.

- Fluency during the oral presentation.

- Pronunciation.- Mastering the

information and vocabulary related to the topic.

The student demonstrates all the time a very good knowledge and understanding of the vocabulary and concepts of the risk behavior he must present. The student communicates information and ideas with a high degree of clarity and confidence. The student has no errors in the use of English grammar structures. 

The student generally demonstrates a good knowledge and understanding of the vocabulary and concepts of the risk behavior he must present. The student communicates information and ideas with an adequate degree of clarity and confidence. The student has some errors in the use of English grammar structures. 

The student occasionally demonstrates certain knowledge and understanding of the vocabulary and concepts of the risk behavior he must present. The student communicates information and ideas with some degree of clarity and confidence. The student has a few errors in the use of English grammar structures. 

The student never demonstrates any knowledge or understanding of the vocabulary and concepts of the risk behavior he must present. The student is not able to communicate information and ideas with clarity or confidence. The student has several errors in the use of English grammar structures. 

ASPECT/CRITERIA

EXCEPTIONAL10

ADMIRABLE 8 - 9

ACCEPTABLE 7

AMATEUR5

Presentation.20%

- Presentation of the subject.

- Correct use of the spelling rules.

- Adequate use of the nonverbal communication during the presentation.

- Mastering the information and vocabulary related to the topic.

The student demonstrates all the time a very good knowledge and understanding of the vocabulary and concepts of the risk behavior he must present. The student’s presentation has all the information required. The student has no errors in the spelling and writing in his presentation of the risk behaviors. The student has a nonverbal language that is always clear and consistent with the communication purpose of the presentation.

The student generally demonstrates a good knowledge and understanding of the vocabulary and concepts of the risk behavior he must present. The student’s presentation has almost all of the information required, but leaves some holes in the information about the causes or consequences of the risk behaviors. The student has some errors in the spelling and writing in his presentation.  The student has a nonverbal language that is generally consistent with the communication purpose of the presentation.

The student occasionally demonstrates certain knowledge and understanding of the vocabulary and concepts of the risk behavior he must present. The student’s presentation has most of the information required but gives superficial information about the causes and the consequences of the risk behaviors. The student has a few errors in the spelling and writing in his presentation.  The student has a nonverbal language that is rarely clear or consistent with the communication purpose of the presentation.

The student never demonstrates any knowledge or understanding of the vocabulary and concepts of the risk behavior he must present. The student’s presentation does not have any of the information required about the causes and the consequences of the risk behaviors. The student has several errors in the spelling and writing in his presentation.  The student’s nonverbal communication is generally inconsistent with the communication purpose of the presentation. 

ASPECT/CRITERIA

EXCEPTIONAL10

ADMIRABLE 8 - 9

ACCEPTABLE 7

AMATEUR5

Teamwork.20%

- The students attend class.

- The students work in a clean area.

- Participation and organization of all members working together.

- The students provide ideas and relevant information about the objectives of the work.

The student attends 100% of the classes. The student has always all the material and takes care of the furniture in the classroom. The student always has an active participation in class.

The student attends 80% of the classes. The student has constantly most of the material and takes care of the furniture in the school. The student usually has an active participation in class.

The student attends 70% of the classes. The student has often some of the material and takes care of the furniture in the school. The student sometimes has an active participation in class.

The student doesn’t attend the classes. The student rarely has the material and doesn’t take care of the furniture in the school. The student doesn’t have an active participation in class.

ASPECT/CRITERIA

EXCEPTIONAL10

ADMIRABLE 8 - 9

ACCEPTABLE 7

AMATEUR5

Campaign.40%

- All the members in the team work together.

- The students investigate all the aspects requested by the teacher.

- The students know and are able to talk about the topic.

- Creative presentation of the video in which students cover the aspects of information and awareness about the topic.

- Presentation of a case represented by an interview or a dramatization according to the risk behavior.

- The campaign must be completely in English.

The student works as part of a team all the time. The student always demonstrates deep knowledge of terminology and strategies required. The student always communicates information and ideas with a high degree of clarity, and confidence to explain his point of view on the subject. The student makes a creative video that has the basic information required as well as it develops the public awareness about the topic. The student makes an interview or a dramatization for the campaign. The campaign is completely done in the English language.

The student works as part of a team most of the times. The student generally shows knowledge and a good domain of the terminology and strategies required. The student constantly communicates information and ideas with an adequate degree of clarity, and confidence to explain his point of view on the subject. The student makes a good video that has the basic information required as well as it develops the public awareness about the topic. The student makes an interview or a dramatization for the campaign. The campaign is mostly done in the English language.

The student works as part of a team sometimes. The student usually shows knowledge and certain domain of the terminology and strategies required. The student occasionally communicates information and ideas with some degree of clarity, and confidence to explain his point of view on the subject. The student makes a video that has the basic information required. The student makes an interview or a dramatization for the campaign. The campaign is in some moments done in the English language.

The student never works as part of a team. The student never shows knowledge or any domain of the terminology and strategies required. The student infrequently communicates clear information and ideas, and he rarely looks confident to explain his point of view on the subject. The student doesn’t make a video for the campaign. The student doesn’t make an interview or a dramatization for the campaign. The campaign is not done in the English language.