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Capacitador: Oscar Marino Alumna: Micaela Antico
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1st meeting We started our first meeting sharing our previous knowledge about assessment What I knowWhat I want to know What I learnt Evaluation:product Assessment:process Formal/informal Formative/sumative Assessment according to the curricular design for 6th year
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Learning objectives 6th year We started to analize the curriculum design… According to what we read we shot down the following objectives: -Comprender textos orales y escritos con los contenidos propuestos para el año utilizando estrategias específicas en función de las necesidades de información y comunicación. -Producir textos escritos y orales con propósitos comunicativos aplicados a una situación relacionada con el contenido propio de materias relacionadas con su especialidad y propuestos para el año. -Reconocer y producir el vocabulario propio de las materias específicas e los distintos tipos de escuela y modalidad. -Desarrollar estrategias de la lengua extranjera que faciliten el acceso al conocimiento, desarrollo personal y de comunicación en el mundo actual. -Ganar autoestima y confianza en sí mismos y aprendan a trabajar con independencia debido a la naturaleza interactiva y cooperativa del trabajo que AICLE supone.
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Purposes of assessment Assessment FOR learning: formative Assessment AS learning: metacognition Assessment OF learning: summative
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2nd meeting Curriculum design: “ASSESSMENT” Assessment principles in CLIL: - Clear learning objectives -Mixture of formal and informal assessment -Learners should know assessment measures and success criteria -Language assessed for a real purpose -Sts have to take responsibility for their own assessment
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Curriculum design
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The CLIL toolkit This was the starting point for planning a unit… CONTENT COMMUNICATION COGNITION CULTURE
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A new concept: “Washback” It refers to the extent to which the introduction and use of a test influences language teachers and learners to do things that they would not otherwise do that promote or inhibit language learning.
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Alderson and Wall(1993) washback hipothesis We planned the assessment section of the CLIL unit. -what tchs teach -how tchs teach -what learners learn -how learners learn -the rate and sequence of teaching -the rate and sequence of learning -attitudes to the content, methods, etc of teaching and learning
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3rd meeting CONSTRUCTS: definition and what they imply They are the abilities of the learners that we believe underlie their test performance, but which we cannot directly observe. We had to analyse a text chosen for our project and write the constructs
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4th meeting We shared and talked about our plannings…
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Digital portfolio From Wikipedia An electronic portfolio, also known as an e-portfolio or digital portfolio, is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include inputted text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression, and, if they are online, they can be maintained dynamically over time. Some e-portfolio applications permit varying degrees of audience access, so the same portfolio might be used for multiple purposes.the Webmultimediabloghyperlinks
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HOW TO Create Your Own Electronic Portfolio 2000, Helen C. Barrett, Ph.D. Stage 1: Defining the Portfolio Goals and Context Stage 2: The Working Portfolio-examples of your work or experiences. Stage 3: The Reflective Portfolio-Write general reflective statements. Stage 4: The Connected Portfolio- Organize the digital artifacts. Stage 5: The Presentation Portfolio- record and share
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Last reflections…. What I learnt - New concepts referring to assessment -The curriculum design for 6th year deeply analised. -How to plan a unit according to the CLIL approach. -Digital portfolios in education
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