Presentació de la quarta sessió del grup de treball per elaborar materials de llengua anglesa a l'educació d'adults. La programació i l'avaluació competencial.

1. Grup de treball per a l’elaboració
de materials del nou currículum de
llengua anglesa a l’educació
d’adults
24 d’abril de 2014

2. Grup de treball: Sessió 4 (Avaluació)
El currículum de llengua estrangera als
centres de formació d’adults
La programació i l’avaluació competencial

3. Document d’orientacions per al professorat
 Introducció
 Presentació del currículum
 Objectius
 Continguts
 Aportació que fan les competències lingüístiques a les
competències bàsiques
 Estructura del currículum
 Les programacions didàctiques a l’aula
 Criteris metodològics
 El perfil de l’alumnat adult
 Recursos didàctics
 L’avaluació
 Proposta de blocs temàtics per als tres nivells de llengua anglesa
 Annexos

4. Activity 1: Assessment questions
•What do you evaluate?
•How do you evaluate?
•When do you evaluate?
•Who evaluates?
•Who do you evaluate?

5. Activity 1: WHAT?
In a task we can assess, with either process or product in mind:
The four skills
Reading
Speaking
Writing
Listening
Integrated skills
Soft Skills
ICT
Multicultural awareness
Learning to Learn skills

6. Activity 1: HOW?

7. Activity 1: HOW?
Different strategies would need different assessment tools:
Portfolios
Rubrics (Rubistar and Rcampus)
Worksheets
Performance/Presentation registers
Homework
Group Performance templates
Wiki Comments
Observation sheets
Self Assessment guides
Learning diaries
Teacher-made exams and tests
Peer-assessment
Selected-response tasks
Constructed-response tasks
Performance-based tasks
(portfolios, essays, presentations, debates, info-gaps,
role-plays, projects, etc.).
Formal
Assessment
Informal
Assessment

8. Generadors de rúbriques i eines per avaluar
RECURS LOGO NOM FUNCIÓ REGISTRE IDIOMA URL
Eina
web en
RUBISTAR Crear
rúbriques opcional anglès
línia
http://rubistar.4teachers.org/
Eina
web en
línia
IRUBRIC Crear
rúbriques sí anglès
http://www.rcampus.com/indexrubric.
cfm
Useful tools:
Edmodo, which is a sort of moodle.
Collaborize, which is an interesting little tool to make students share
opinions.
classdojo which is good for young students for classroom
management.

9. Activity 1: WHEN?
At the beginning – initial evaluation
Meanwhile – formative evaluation
At the end – summative evaluation

10. Activity 1: WHO?
A task can be assessed by different agents:
The teacher
The student
The group
Another student

11. Activity 2: Why do we evaluate? What for?
•Why do we evaluate?
•What do you evaluate for?

12. Activity 2: WHY?
THE NATURE OF ASSESSMENT
Assessment of learning
Assessment for learning
Assessment as learning

13. Activity 2: WHY?
Assessment of learning (Acreditation )
•Assessment is summative in nature.
•It is used for accountability purposes.
•It documents how much the students have learned.
•The main goal of assessment is to assign a grade.

14. Activity 2: WHY?
Assessment for learning
(Process approach focused on individual learners)
•Assessment is formative in nature.
•It is used to improve the language learning process.
•It provides information about what students
have to learn, how much they have learned,
and what they need to do to improve.

15. Activity 2: WHY?
Assessment as learning
(Improving students autonomy and capacity to learn)
•Assessment is an integral part of the teaching-learning process.
(Reflection on Language)
•Each assessment provides the learners an opportunity to continue learning.
(Reflection on ourselves as language learners)
•Assessment provides students with an opportunity to use
the language in “real-life” tasks.

16. Activitat 3: Què vol dir avaluar?
a. “La intel·ligència humana juga amb dues funcions. La primera és la producció d’idees, de càlculs, de
programes, de projectes. La segona i definitiva és l’avaluadora. De res ens serveix que tinguem molt per
escollir si no sabem separar el gra de la palla”. J.A. Marina
b. “La persona més lenta, que no perd de vista la finalitat del que fa, va sempre més ràpida que la que avança
sense perseguir un punt fixe” Frank Kafka
c. “Que l’avaluació serveixi per aprendre comporta revisar moltes concepcions i pràctiques. No és estrany que
molts pensin: No em toquis la meva avaluació!” Perrenaud
d. “L’avaluació és efecte i causa dels aprenentatges” E. Barberà
e. “Avaluar és més que posar notes”. M. Rossell
f. “La finalitat fonamental de tot procés d’ensenyament és la d’afavorir que l’alumnat arribi a ser el màxim
d’autònom possible aprenent, és a dir, que sigui capaç de reconèixer els seus errors i de trobar camins per
superar-los”. Gabrielle Nunziatti
g. “L’avaluació és un procés continu de construcció del coneixement” Carles Monereo
h. “No hi ha cap activitat que no vagi acompanyada de la seva avaluació, és a dir, d’un judici sobre la qualitat de
la tasca realitzada i d’una decisió sobre els aspectes a millorar” Neus Sanmartí
i. “L’avaluació dels aprenentatges presenta bàsicament dues funcions: una de caràcter social de selecció i
classificació, però també d´orientació de l’alumnat. Una altra de caràcter pedagògic, de regulació del procés
d´ensenyament aprenentatge, és a dir, de reconeixement dels canvis que s´han d´anar introduint en aquest
procés per tal que cadascun dels alumnes aprengui d´una forma significativa” J. Jorba i E. Casellas
j. “L’avaluació s’ha de basar en observar com l’alumnat resol problemes nous a partir dels coneixements que ha
adquirit en altres contextos escolars i no escolars” R. Carretero
k. “L’avaluació ha de donar lloc a un procés de comunicació a l’aula perquè els estudiants verbalitzin,
comparteixin i s’apropiïn els objectius, els procediments i els criteris d’avaluació”. Roser Canals

17. Activitat 3: Diamant
Un cop llegides les frases del full
de treball, selecciona’n nou i
atorga a cada una prioritat en
funció del teu criteri com a
docent.
Aquestes nou frases s’han
d’ordenar en forma de diamant.
El número 1 representa la
prioritat màxima i el 9 la mínima.
Els que es posen de costat tenen
la mateixa prioritat.

18. What is authentic assessment?
A form of assessment in which students
are asked to perform ‘real-world’ tasks
or ‘real-classroom’ tasks that
demonstrate meaningful application of
essential knowledge and skills.
Do you agree?

19. Activity 4: Reflection questions
1. Do you feel satisfied about evaluation in your classes?
2. Do you think assessment criteria have changed in recent years?
3. Do you think we still have to improve the evaluation process?
What tools, strategies, criteria,…should be include to improve
evaluation?
4. Have you planned to share the assessment criteria for all levels in
your school? To what extent do you manage to do so?

20. Activitat 5: Avaluo per continguts o per competències?
En quina part de la línia et situes?
Avaluació per continguts Avaluació per competències

21. Learning by doing
Aprenentatge
significatiu
Image source: Getty Images
Scaffolding

22. Bastides per construir el coneixement
 Knowledge: What items or people can you name with the vocabulary you know?
 Comprehension: What is happening in the photo?
 Application: What one sentence caption would you write?
 Analysis: Where do you think they are?
 Synthesis: Why do you think they are doing it?
 Evaluation: Are they too old to take part in this? Why or why not? Image source: Getty Images

23. Persistent problems
 There seems to be a disconnection between theory and practice when
it comes to assessment.
 What teacher believe is not exactly what teachers practise.
 Most language assessment practices are not appropriate.
 There is a lack of teacher education and teacher training in language
assessment.
 There is a lot of emphasis on language teaching, but not necessarily on
language assessment.
 There is a generalized negative perception about assessment.
 There is a tendency to simply equate assessment to grades.

24. Some ideas on assessing ESL students
 Focus on documenting individual student growth over time,
rather than comparing students with one another.
 Emphasis on students' strengths (what they know), rather
than weaknesses (what they don't know).
 Consideration given to the learning styles, language
proficiencies, cultural and educational backgrounds, and
grade levels of students.

25. Some ideas on assessing ESL students
Contextualize assessments
 It gives the assessment task a purpose.
 It will allow students to make connections.
 It will allow students to apply their knowledge.
EXAMPLE:
• Decontextualized: Write three sentences about your city.
• Contextualized: The school wants people to get to know our beautiful
city. For this reason, the Director of studies is asking students to write
sentences to describe it. Write three sentences about it and post them
in the bulleting board .

26. Some ideas on assessing ESL students
 The level of the tasks should be appropriate according to the
students’ needs and interests.
 Tasks should reflect the students’ language level, age,
interests, and cognitive development.
 The tasks should give all students the opportunity to
demonstrate all their language knowledge and abilities.
 Tasks should be engaging and fun for students.

27. Some ideas on assessing ESL students
Use integrated assessments
 Do not assess skills (e.g. reading, listening, writing, speaking,
grammar, vocabulary, pronunciation) in isolation.
 Use tasks that require students to use more than one skill or sub-skill
in order to complete it.
 It’s more authentic.

28. Some ideas on assessing ESL students
Have clear scoring procedures
 Teachers must have a clear systematic scoring scheme.
 These scoring procedures should allow teachers to consistently
score students’ performances.
 This scoring scheme should inform teachers and students where
the students should be, where they are, and what they need to do
get there.

29. Some ideas on assessing ESL students
Align assessments to instruction
 Assessment tasks should aligned to instruction.
 Tasks should be similar to the tasks that are done in class.
 The cognitive level of the assessment tasks are similar to the ones
on the classroom tasks.
 This allows students to transfer what they are learning in class
during the assessment.

30. Some ideas on assessing ESL students
Empower your students
 Students are the central part of the assessment process.
 Students should accept this responsibility and take control of their
learning process.
 Make assessment a democratic process.
 Use self-assessment and peer-assessment.

31. Some ideas on assessing ESL students
Provide feedback to your students
(formative assessment)
 immediate
 ongoing
 relevant

32. Some methods of alternative assessment
 Nonverbal Assessment Strategies
 K-W-L Charts: (what I know / what I want to know / what I've learned)
 Oral Performances or Presentations
 Oral And Written Products: content area thinking and learning logs,
reading response logs, writing assignments (both structured and creative),
dialogue journals, and audio or video materials.
 Portfolios:
 Audio and video recordings of readings or oral presentations.
 Writing samples such as dialogue journal entries, book reports, writing
assignments (drafts or final copies), reading blog entries, or other writing
projects.
 Art work such as pictures or drawings, posters and graphs and charts.
 Conference or interview notes and anecdotal records.
 Checklists (by teacher, peers, or student).
 Tests and quizzes.

33. Example of K-W-L Chart
K
What I know
W
What I want to
know
L
What I learned
Lincoln was important.
His face is on a penny.
He's dead now.
I think Lincoln was a
President.
He was a tall person.
Why is Lincoln famous?
Was he a good President?
Why is he on a penny?
Did he have a family?
How did he die?
Lincoln was President of the U.S.
He was the 16th President.
There was a war in America when
Lincoln was President.
He let the slaves go free.
Two of his sons died while he was
still alive.
He was assassinated in a theatre.

34. Providing Meaningful Feedback to Students
Comments on student work should be presented in a
way that allows students to understand and use them
-Comments should encourage learning and help
students to understand how they can improve

35. How to provide meaningful feedback?
We will show assessment methods and ways to
communicate results to students that:
1) Are valid
2) Fit students’ backgrounds
3) Are understandable
4) Communicate high expectations
5) Lower emotional barriers

36. Guidelines for communicating high expectations
when assessing ESL students:
 Give sincere praise regarding a specific area of development
 Provide frequent and understandable feedback
 Focus on what the students can do rather than what they
cannot
 Provide ample response time
 Provide tasks to challenge the students

37. Assessing Content Knowledge
Students often understand more than they can
express
Use assessments that are less dependent on
language proficiency
Assess in the same way students are taught
 Demonstrations
 Creation of a product
 Speech-based
 Written products

38. Summative Assessment (Assessment of learning)
Assessment used for reporting purposes to ensure
that students have achieved the curricular outcomes:
 Portfolios
 Student Self-Assessments
 Rubrics
 Checklists and Rating Scales

39. Self-assessment
 Teachers need to provide students with words, definitions or
concepts they will need to understand the task
 Common formats include:
 yes or no questions
– I can name the days of the week
Yes  No 
 Sentence completion
– I am still confused about...
 Rating scales
– I cooperated with my group
 (never) 1 2 3 4 (always) 
 Picture cues or by discussion beforehand.

40. Rubrics
Holistic
Analytic
Use between 4 and 8 points to avoid a “middle
dumping ground”
Assess the content rather than language proficiency

41. Example of oral assessment rubric
TASK FULLFILLMENT
Student fulfills the task in an outgoing way 5
Student fulfills the task in a satisfactory way 4
Student tries and makes an effort to fulfill the task 3
Student fulfills the task partially 2
Student does not fulfill the task 1
VOCABULARY
Vocabulary is used correctly and appropriately according to the context. 5
Expected vocabulary is used but with a few errors of context. 4
Vocabulary is used in a limited way. 3
Vocabulary management is below expected 2
Vocabulary management is poor 1
COHERENCE
Student develops his/her speech coherently 5
Student develops his/her speech with a very few interference. 4
Lack of coherence but student tries to communicate his/her ideas 3
Message is not delivered properly 2
Poor ideas and student does not develop the speech correctly 1
FLUENCY
Ideas are very clear and easy to follow, pauses are natural 5
Ideas are clear and pauses do not interfere with the message 4
Ideas generate confusion but student is able to deliver the message 3
Ideas are not clear and cause confusion to the listener 2
Ideas are so difficult to follow 1
PRONUNCIATION
Pronunciation never interferes with meaning and it is effective for proper communication. 5
Minor pronunciation problems but communication is not interfered by errors. 4
Some pronunciation problems that interfere briefly with the message. 3
Frequent problems with sounds that cause confusion or misunderstanding. 2
Pronunciation is unintelligible and interferes communication. 1
SCALE:
5= Excellent
4= Very Good
3= Regular
2= Poor
1= Deficient

42. Rating scales and checklists
Checklists: check off the items that correspond to what
you have observed or inferred
Ex. Student cooperates in a group setting ___
Rating scales: Allow you to specify the degree to which
the item was achieved
(1= never, 2= rarely, 3= frequently, 4= always)
Ex. Student hands out written tasks 1 2 3 4

43. Example of assessment checklist for A2
Assessment checklist A2

44. Error analysis
 Errors are a normal part of learning.
Make sure the students know it!

45. Advantages and disadvantages of feedback
 Direct or Indirect Feedback
Direct feedback
The teacher identifies an error and corrects it for the student, providing
an example of the proper form.
Indirect feedback
Feedback where the educator points out that an error has been made
but does not correct it. The students must identify and correct the error
themselves.
 Peer Feedback

46. Direct feedback

47. Indirect feedback
 Uncoded feedback
The teacher indicates an error has been made, but does not correct the
error. The student must diagnose the type of error and correct it.
 Coded feedback
Gives the exact location of an error and indicates the type of error
involved using a code.
Coded feedback is a combination of direct and indirect feedback.
Using a predetermined legend, the teacher indicates the presence and
type of an error with a symbol.
The students must locate and correct the error themselves.

48. Example of uncoded feedback
I d o n t ’ n o
g r a m m e r .

49. Example of coded feedback
 Legend
Sp Spelling
Cap Capitals needed
p Punctuation
w/o Word order
> Missing word
At the weekend I went the zoo >
with amy. There was a big tiger. Cap
He had stripes There was also a p
stiped horse. We fed him. We Sp
went to eat pizza and iced cream. Sp
I want to go again back soon. w/o

50. Using coded feedback
REMEMBER!
 Make sure your students are familiar with and understand the symbols
used
 Make sure the students understand the underlying grammatical rule
 Be consistent!

51. Peer assessment
 Allows for more immediate feedback
 Can provide a different kind of feedback than traditional teacher
feedback (less authoritarian)
 Provides students experience with critical evaluation that can transfer to
their own work
 Encourages life skills such as collaboration and communication

52. Concerns of peer assessment
 Peer feedback may be inconsistent with teacher feedback.
 Shy or reserved students may be uncomfortable with the exercise.
Image source: Krutikof at http://www.toonpool.com/cartoons/assessment_152843

53. Let’s have a look at some examples
 Assessment A1
 Assessment A2
 Going Global project assessment
 Avaluació de Gravació

54. Pàgines de recursos per a l’ensenyament de la
llengua estrangera: anglès
BLOC ANGLÈS ADULTS

55. TEMPORITZACIÓ DELS BLOCS TEMÀTICS
Anglès Nivell 1 1r trimestre 2n trimestre 3r trimestre
Blocs temàtics
(105 hores)
1.All about me
2.In the classroom
3. Who is it?
4. Everyday life
5. My free time
6. My neighbourhood
Anglès Nivell 2 1r trimestre 2n trimestre 3r trimestre
Blocs temàtics
(105 hores)
7. Let’s exercise
8. Shopping
9. Eating out
10. It’s a wide wide
world
11. Last night
12. Looking back
Anglès Nivell 3 1r trimestre 2n trimestre 3r trimestre
Blocs temàtics
(105 hores)
13. Making friends
14. Celebrations
15. Growing up
16. A bad day
17. Play it again
18. Looking ahead

56. ESTRUCTURA DELS BLOCS TEMÀTICS
NIVELL 1
1r trimestre
BLOC TEMÀTIC 1: All about me
Anglès Nivell 1
Competència
pragmàtica
Competència
discursiva
Competència lingüística
Funcions i
aspectes
sociolingüístics
Organització
del discurs i
tipus de text
Lèxic i
aspectes
semàntics
Morfosintaxi Ortografia i
aspectes
gràfics
Fonètica i
fonologia
1.Saludar 1.Diferències
d’ús de les
fórmules de
salutació
1.Expressi
ons de
salutació,
comiat
1.Present
simple del verb
be en frases
afirmatives i
negatives
1.L’alfabet
anglès
1.Introducció al
sistema vocàlic
anglès (vocals
curtes i llargues i
diftongs)
Descriptors d’avaluació de la dimensió comunicativa Anglès Nivell 1
Comunicació oral Comprensió lectora Expressió escrita
1.Utilitza fórmules elementals per
establir contactes socials:
salutacions, presentacions i comiats.
1.Entén missatges escrits útils sobre
dades personals bàsiques i nacionalitats.
1.Omple formularis o
fulls de registre amb
dades personals.

57. Contacte
Odissea
Grup a la xarxa docent 2.0
(http://educat.xtec.cat/group/angles-adults)
Grup google xtec
Contacte coordinador:
Josep Mª Planas
jplanas2@xtec.cat
Clipart images from openclipart.org

58. Thanks