Assessment Audit Unit 2

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Unit 3 activities

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What was a bit confusing to do was the part of thinking an activity to develop each skill, because some of the activities could be used for more than one skill, but they needed to be focused in the target skill. Another difficult thing was planning the activities so the students could learn, but they can also enjoy the lesson at the same time. Finally, the most difficult part of this unit was the activity of making rubrics for assessment. Knowing which things are necessaries for rubrics is easier to experienced teachers, but later on it will be easy for us too. What we think would be very useful for apply it in our teaching is knowing advantages and disadvantages of each activity we use, so that we can know if the activity is suitable for include it in the lesson plan. Also, we think the rubrics are necessary for a complete assessment as we could notice if the planned activities are giving results and if the students are having problems and where.  ...
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Reflection on Assessment Unit 2

In general, each type of assessment implies an interaction within a classroom and learning situation among students and a teacher. This interaction could be constant, and intense when the learning process is observed as a whole. It implies planning it as part of the educative process, even if it is an informal assessment. this means to consider that one or any kind of assessment is going to be done during the course, either a the beginning, middle or end of it. To do assessment of any kind implies as well to take into account the time that it will take to do it, and the moment in which it should be done within the whole process. Another implication of assessment of a learning process is to have a clear idea of the purpose of doing it, meaning if the purpose is to measure or focus on performance of the student or if it is to promote exchange of knowledge and experience. That would determine what kind or data or information would be needed to be collected and how, and what should be expe...
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Portfolio in Languages Teaching Goal 1.1

What is a portfolio in Language learning? Portfolios are "a collection of individual students’ work put together in a file or ring binder. They belong to the student and can be updated as language learning continues by adding to and taking away pieces of work" (Iturain, 2007) . According to this author, Portfolios are made up of three parts: 1. The Passport (factual information of the learner) 2. The Language Biography (history of learner´s language learning experience), and 3. The Dossier (a collection of course work). According to O’Malley & Valdez Pierce, (1996) cited by Lynch Gomez (1999), "an assessment portfolio is the systematic collection and evaluation of student work measured against predetermined scoring criteria, such as scoring guides, rubrics, checklists, or rating scales". For this author, "portfolios provide a broader picture of student achievement than do tests alone, and can include a great deal of information that shows what students...
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