evaluation plan

Evaluation Plan

Task 1 Design and evaluation plan that provides evidence to follow the students’ progress and determine the level of achievement accomplished in each learning goal.

This Evaluation Plan is created to assess the second unit which goal is “at the end of the unit students will be able to discriminate and comprehend specific and general information through simple texts and audios related to the topic in order to produce the language using vocabulary”. This unit wants to measure and is based on the use of tenses that are used to express future tenses.

MATRIZ PLAN DE EVALUACIÓN

lesson 1

Unit: “People and places that are trendy among young people”

Subunit “Teen Life” - Will or Won

´t- Going to- Present

continuosGeneral objective of the unit: At the end of the unit, students will able to

discriminate and comprehend specific and general information through simple texts and audios related to the topic in order to produce the language using vocabulary.

Learning goals Purpose Ways to evaluate Activities and instruments

Read and Diagnostic This evaluation -Individual questions

comprehend information, related with the unit “ Getting ready”

considered the previous students´ knowledge about vocabulary which is going to use during the unit. The idea was to connect their experiences and preferences with the topic.

Write using thematic vocabulary of the unit

Formative The formative evaluation consisted in a piece of writing about students´ predictions for 2050.This activity teacher could guide and observe the improvement of the learning process of students.

Piece of writing about their own predictions

Summative It was not applied.

Lesson 2


Comprehend and use correctly “Going to” to express future plans

Diagnostic Teacher gave some examples about their own future plans and students could infer what the class was going to be about. In this case, teacher motivated them to predict the theme of the class

-Individual questions

Formative Students gave their own examples of future plans orally. The idea is that the teacher could assess if the students could use the expression

going to and also they comprehend the use (to express future plans)


Lesson 3


Use “going to” to express celebrations activities

Diagnostic This is an “informal evaluation. This considered the previous knowledge of the students about celebrations.

-Pictures which represents some celebrations and festivals

Formative Students completed some sentences with not only the name of new celebrations but also the date of each celebration.

Students write 3 sentences with the expressions going to and also use previous vocabulary (celebrations)

Exercises orally (ppt)

In their notebook


Lesson 4


show explicit comprehension of explicit information related to simple texts

Diagnostic This is an “informal evaluation. They told what they are going to do for their birthday

Formative They completed a worksheet to show comprehension about a birthday reading

Worksheet in the book

Summative In the following class, a test was applied to develop writing skills about the knowledge of the previous classes.

test

LICEO COMERCIAL TOMEDEPARTAMENTO DE INGLÉS

1nd D LEVEL ENGLISH QUIZ (PART I)

Name:___________________________Class:__________Date: April 15 th Score:_________Mark:Time: 45 minutes Score: 24 points 60% 4.0= 15 pointsExpected Outcome: The students will be able to identify the use of the going to and answer correctly some of the most common question words in English.

Instructions : 1-Read carefully all the instruction

2-Write your answers with pen, NOT pencil.

3-If you have any doubts, ask the teacher

I. CHOOSE THE CORRECT OPTION. SELECT WITH A CIRCLE THE BEST ALTERNATIVE.(4 pts)

1. Are you______________ the late film on TV tonight?

a) Watching b) going to watch c) going to watching

2. No, I _____________an early night.

a) Are going to have b) am going to have c) is going to have

3. She___________________ a new car.

a) Is going to buy b) buys c) is going to clean

4. What ______she_________ with it?

a) Is---going doing b) is---- doing c) is-----going to do

II. COMPLETE THE SENTENCES WITH THE CORRECTED USE OF “ BE GOING TO” (12 pts)

1. I ____________ medicine. (not/study)2. They _____________a film (see)3. She _______________ in a hospital (not/help)4. We________________ with refugees (work)5. What ______you ___________in the summer holidays? (do)6. How many people ______she___________ to her party? (invite)

SECTOR O MÓDULO : Inglés

ESPECIALIDAD :

PROFESOR(A) : Ingrid Bello Acuña

NIVEL : 1°D

III. QUESTIONS AND ANSWERS WITH BE GOING TO. USE THE CUES TO WRITE QUESTIONS AND ANSWERS WITH BE GOING TO. (8pts)

1. It/ rain? ___________________________________________________________________________

Yes. I /take my umbrella with me______________________________________________________________

2. You/ buy the new Britney CD? ___________________________________________________________

No. And I/ not listen to it.__________________________________________________________________

3. Liza/ work in India?_____________________________________________________________________

No. She/ study photography in New York.______________________________________________________

4. Why/ they/ close the club in Newbridge Road? _______________________________________________

Because they/ open one in Raymond Avenue.___________________________________________________

LICEO COMERCIAL TOMEDEPARTAMENTO DE INGLÉS

1nd D LEVEL ENGLISH QUIZ (PART I)

Name:___________________________Class:__________Date: April 15 th Score:_________Mark:Time: 45 minutes Score: 22 points 60% 4.0= 13 pointsExpected Outcome: The students will be able to identify the use of the going to and answer correctly some of the most common question words in English.

Instructions : 1-Read carefully all the instruction

2-Write your answers with pen, NOT pencil.

3-If you have any doubts, ask the teacher

III. CHOOSE THE CORRECT OPTION. SELECT WITH A CIRCLE THE BEST ALTERNATIVE.(4 pts)

SECTOR O MÓDULO : Inglés

ESPECIALIDAD :

PROFESOR(A) : Ingrid Bello Acuña

NIVEL : 1°D

5. Are you______________ the late film on TV tonight?

b) Watching b) going to watch c) going to watching

6. No, I _____________an early night.

b) Are going to have b) am going to have c) is going to have

7. She___________________ a new car.

b) Is going to buy b) buys c) is going to clean

8. What ______she_________ with it?

b) Is---going doing b) is---- doing c) is-----going to do

IV. COMPLETE THE SENTENCES WITH THE CORRECTED USE OF “ BE GOING TO” (6 pts)

7. I ___am not going to study_ medicine. (not/study)8. They ____are going to see___a film (see)9. She ___is not help______ in a hospital (not/help)10. We_____are going to work___ with refugees (work)11. What _are___you __going to do___in the summer holidays? (do)12. How many people ___is___she___going to invite__ to her party? (invite)

III. QUESTIONS AND ANSWERS WITH BE GOING TO. USE THE CUES TO WRITE QUESTIONS AND ANSWERS WITH BE GOING TO. (12pts)

5. It/ rain? ________Is it going to rain?__________________________Yes. I /take my umbrella with me ______________Yes. I am going to take my umbrella_________________

6. You/ buy the new Britney CD? ________Are you going to buy the new Britney CD?____No. And I/ not listen to it. ________No. And I am not going to listen to it___________

7. Liza/ work in India? _______Is Liza going to work in India? _________No. She/ study photography in New York. ____No. She is going to study photography in New York________

8. Why/ they/ close the club in Newbridge Road? Why are they going to close the club in Newbridge Road?

Because they/ open one in Raymond Avenue. Because they are going to open one in Raymond Avenue_____

The idea of this evaluation is to measure specific knowledge. It takes in consideration the same model as in the class was used through exercises.

Lesson 5


Comprehend and use present continuos to express future

Diagnostic Students said what time is it. The idea is to assess if the students know how to say the time. They observed and said what the people are doing. Both things were evaluated the verb and also the use with ING.

Different clocks (ppt)

Formative They completed a worksheet to show if they could learn both how to say the time and also what the people are doing.

They express orally what the people are doing in what time.

Worksheet

Ppt

Summative

Lesson 6


Express what the people are wearing using thematic vocabulary

Diagnostic Students identify the name of clothes. Teacher checks the previous vocabulary that they have.

Formative They create some sentences using the vocabulary and present continuos

form.

Play a game to remember clothes

Complete a worksheet

Summative Following class a test is going to be applied.

(going to- present continuos-and vocabulary)

Test

TASK 2

Support why this plan provides the opportunity to collect evidence not only to follow the progress and determine the level of learning achievement of students but also to show students information that can help them to self-control their own learning process.

(It is important consider that the majority of this planning was not create by me. Nonetheless, I did some modifications)

This plan tries to connect the activities and the instruments to accomplish the goals in a simple way. Maybe, some of them do not provide enough information to determine the progress in a concrete way. Nevertheless, this plan considers the level of English of students which are too basic, so the difficulty of the activities and evaluations could not be different.

In contrast, diagnostic evaluations implement previous knowledge of the students that are so important to continue with the lesson. Moreover, formative ways cover the production of the language both orally and writing. Students could identify their weakness, errors and correct, improve them.

TASK 3

Reflect about how this evaluation plan responds to the diversity between your students and consider possibilities and challenges that this diversity present in its implementation.

During the lesson, different activities and evaluations are done. For instance, worksheet, orally answer, connect the vocabulary through games, students observe different types of texts and pictures. Besides, they are awareness about their own knowledge and the better way to get the content.

Obviously, some evaluations have to change depend on the number of students, some external factors, time among others.

evaluation plan

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