Capacitador: Oscar Marino Alumna: Micaela Antico

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

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.

Purposes of assessment Assessment FOR learning: formative Assessment AS learning: metacognition Assessment OF learning: summative

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

Curriculum design

The CLIL toolkit This was the starting point for planning a unit… CONTENT COMMUNICATION COGNITION CULTURE

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.

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

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

4th meeting We shared and talked about our plannings…

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

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

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