BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP. BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING.
BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
CLASSROOM-BASED ASSESSMENT CASE STUDIES Read the following case studies and answer the questions in bold. Case 1 You have been teaching about 5 days a new group of students and finished the first unit of the mandatory textbook. Now, you want to know your students’ learning outcomes in the improvement of the English Language skills. You want to assess them before beginning another unit so that you have decided to assess them formatively. Which assessment strategies and activities do you need to use in the classroom? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Case 2 Your students have just finished a reading activity in a lesson so that you want to know if they understood the long text during and after solving the activity. What kinds of questions would you ask for assessing them? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
POWERPOINT SLIDES
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
EXAMPLE
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
EXAMPLE
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
KEY FOR SCORING THE ENGLISH LANGUAGE SKILLS READING-SPEAKING SCORING CATEGORY SCALE 5 Well-Done
DESCRIPTION
When the learner understands everything about the passage and answers questions quickly without hesitation. Satisfactory When the learner understands the 50% of the passage and answers questions slowly with a little of hesitancy. Needs When the learner struggles to understand the passage and Improvement cannot answer questions.
When the learner understands everything of the recording and answers giving points of view with facts. Satisfactory When the learner understands the 50% of the recording and gives short ideas and a few details. Needs When the learner struggles to understand the recording and Improvement cannot give answers nor ideas.
3 1
USE OF ENGLISH - SPEAKING SCORING CATEGORY DESCRIPTION SCALE 5 Well-Done When the learner speaks using a variety of vocabulary and proper grammar structure clearly and coherently and conveys information efficiently, too. 3 Satisfactory When the learner speaks using a limited vocabulary and simple grammar structure and conveys short information with a few details. 1 Needs When the learner struggles to speak due to a lack of vocabulary Improvement and grammar rules and cannot convey information efficiently. WRITING-SPEAKING SCORING CATEGORY SCALE 5 Well-Done
DESCRIPTION
When the learner uses linking words, transitional phrases, idiomatic expressions, etc. and the composition is clear and comprehensible respecting punctuation. Satisfactory When the learner uses a few phrases to make himself or herself understood and the composition has poor insight into the topic. Needs When the learner struggles to write while using the dictionary a Improvement lot and there is a lack of relevant phrases and punctuation in the composition making it incomprehensible to read and understand.
3 1
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
PHOTOGRAPHICAL EVIDENCE
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BOOKLET GIVEN TO THE AUDIENCE DURING THE WORKSHOP BEST STRATEGIES APPLYING THE INQUIRY-BASED APROACH FOR ASSESSING THE ENGLISH LANGUAGE SKILLS THROUGH RUBRICS IN AN EFL CLASSROOM III CONGRESO PARA PROFESORES DE INGLES COMO IDIOMA EXTRANJERO UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL APRIL 28-30, 2016
