2.

DESCRIPCIÓN DE LA ASIGNATURA
This course introduces the students to the understanding of useful fundamental principles of assessment to
be applied to practical classroom contexts. It provides students with practical and comprehensible tools for
analyzing and reflecting about the way English and French language learners are assessed in real contexts,
thus they can propose effective assessing techniques to contribute positively to the learning process.

3. JUSTIFICACIÓN
Our students do not always learn what we teach. It is this simple and profound reality that means that
assessment is perhaps the central process in effective instruction. If our students learned what we taught, we
would never need to assess. We could simply catalog all the learning experiences we had organized for
them, certain in the knowledge that this is what they had learned. But of course, anyone who has spent more
than a few hours in a classroom knows this hardly ever happens. No matter how carefully we design and
implement the instruction, what our students learn cannot be predicted with any certainty. It is only through
assessment that we can discover whether the instructional activities in which we engaged our students
resulted in the intended learning. Assessment really is the bridge between teaching and learning.

Classroom Assessment is the observation of students in the process of learning, the collection of frequent
feedback on students’ learning, and the design of modest classroom experiments that provide information on
how students learn and how students respond to particular teaching approaches. Classroom assessment helps
individual college teachers obtain useful feedback on what, how much, and how well their students are
learning. Faculty can then use this information to refocus their teaching to help students make their learning
more efficient and more effective.
4. METODOLOGÍAS DE EVALUACIÓN

The evaluation within the program is a constant process considering the co-evaluation and hetero-evaluation
principles. And this evaluation will be distributed as follows:

● First Term: 35%

● Second Term: 35%
● Final Term: 30%
Grades in each term correspond to the different products presented along the semester. Class performance,
individual work, assignments, oral presentations, quizzes, writing compositions (reflective logs), and a
classroom project.

5. GRADES

METHODOLOGY
Throughout the course sessions, participants will engage in a variety of formative experiences aimed
at developing and demonstrating knowledge and understanding of choosing, evaluating, and designing
language learning resources. Some of these experiences will consist of learning activities oriented towards
making sense of new information, namely brainstorming, concept mapping, graphic organizers, guided-
discovery exercises, controlled readings, pro/con grids, think-pair-share, etc.

Given the critical-practical nature of this course, article analysis, in-class discussions and lesson
activities will be viewed from an active reflective approach rather than a passive surface perspective.
Participants are not expected to simply listen to the instructor, read chapters or articles just as course
assignments, look at presentations or videos unresponsively, etc. In other words, they are not supposed to act
as passive learners who quietly take in new information and refrain from interacting, sharing their insight or
contributing to it. Instead, participants are encouraged to talk and to listen to their peers, develop ideas
individually and collectively, and to practice solving problems and applying theory.

A. EVALUATION
Evaluation will be an ongoing process throughout the course sessions. If necessary, the grade
percentages may be decided in agreement with participants. I have, however, included the following
proposal.

1. Participation (in class) 25 %

2. Quiz/test design/Rubric 35%
3. Reflective 5-paragraph essay 15 %
4. In-class presentation 15 %
5. Attendance 10 %

1. Participation

Since the instructor will act as a facilitator, most of the class work will be done on the basis of
students’ active participation. Attendance is also essential to your success in this course. Have the
assignments read on time and be prepared to discuss them fully. A significant amount of material will be
covered each session, so I strongly discourage any non-emergency absences. Please bear in mind that you
are also expected to participate in class as well as on online forums. Discussions will be about the assigned
readings for debate and discussion prior to each class. These participations should reflect the assigned
reading selections, but may include previous materials or insights you might have regarding materials and
resources in ELT. In these participations, you should make sure you write CONCISE BUT SOLID
comments and reflections. I strongly encourage you to use netiquette so that you use technology effectively
to communicate with others with knowledge, understanding, and courtesy. Overall, class participation will
be evaluated as follows:

CRITERIA DESCRIPTOR 5.0 4.5 4.0 3.5 3.0 2.5 2.0

Preparation Arrives fully prepared at every
class session.
Participation Plays an active and critical role
in class discussions and
activities (ongoing).
Interaction Actively supports, engages, and
listens to all peers (ongoing)
Contribution to Comments advance level and
class depth of class discussion and
dialogue.
Group dynamics Group dynamic and level of
discussion are of high-quality
because of student’s presence.
FINAL GRADE

Additionally, you can negatively affect your participation grade by:

1. Not attending class without any acceptable reason or formal excuse.

2. Dominating class discussions, thereby restricting others’ participation.
3. Disrupting others’ opportunity to listen and/or participate.
4. Making negative, offensive, and/or disrespectful comments during discussions that do not fit with the
school of Arts and Humanities dispositions set forth for teacher candidates.
5. Using electronic devices such as but not limited to a cell phone, iPod, or computer for personal or other
coursework reasons during class unless instructed to do so.

2. Quiz/ Test design/Rubric

As a consequence of the importance of the creation of authentic materials and test design, you will have the
chance to use your imagination by means of structuring a four-skill-workshop and test. Curriculum, or
course, design is largely a “how-to-do-it” activity and so a large part of this book involves description of the
steps involved in the
curriculum design process and the elaboration and justification of these steps. Curriculum design involves
the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language
acquisition research, teaching methodology, assessment, language description and materials production.
In many ways, the study of curriculum design is central to the study of Applied Linguistics. The structure of
the workshop should include:

- Having a clear of what they will evaluate.

- Consider the age/likes/gender/environment/ economic status of learners.

- Assess the four language skills as well as vocabulary and grammar.

- Incorporate technology tools ITC to call students attention.

3. 5-paragraph reflective essay

As a result of the different readings and discussions, you will be required to write a 5-paragraph
expository essay. An expository essay is a genre of essay that requires the writer to examine a theme, idea,
or issue, evaluate evidence, and set forth an argument concerning that theme, idea, or issue in a clear and
concise manner. In other words, an expository essay asks the writer to present, completely and fairly, his/her
point of view or understanding about a topic or situation. A common method for writing an expository essay
is the five-paragraph approach. This approach consists of: (a) an introductory paragraph, (b) three
evidentiary body paragraphs and (c) a conclusion. The structure of an expository essay is held together by:

- having a clear, concise, and defined thesis statement that occurs in the first paragraph of the essay,
- using strong and logical transitions between the introduction, body, and conclusion,
- writing body paragraphs that include evidential support (whether factual, logical, or anecdotal),
- providing facts and reasoning to support your arguments with facts and reasoning,
- making your point as succinctly as possible,
- incorporating a bit of creativity in order to write something interesting, and
- including a conclusion that does not simply restate the thesis, but readdresses it in light of the evidence
provided.

The topic or issue for this 5-paragraph expository essay will derive from the assigned readings or the in-
class discussions. This essay must be typed, with one-inch margins, double-spaced and a 12 pt font Times
New Roman. Not only should the essays include relevant sources from the readings to support
argumentation, but also they should conform to the APA (American Psychological Association) style in
regard to format, in-text citations and references. The essay will be evaluated as follows:

MARKING OUTSTANDING (5) PROFICIENT (4) AVERAGE (3) POOR (2)

RUBRICS
Introduction The introduction is The introduction The introduction There is no clear
inviting, states the main clearly states the states the main introduction of the
topic and previews the main topic and topic, but does not main topic or
 structure of the paper. previews the adequately preview structure of the
structure of the the structure of the paper.
paper, but is not paper nor is it
particularly particularly
inviting to the inviting to the
reader. reader.
Body Details are placed in a Details are placed Some details are Many details are
logical order and the in a logical order, not in a logical or not in a logical or
way they are presented but the way in expected order, expected order.
effectively keeps the which they are and this distracts There is little sense
interest of the reader. presented the reader. that the writing is
Supportive sentences sometimes makes Supportive organized.
clarify and explain the the writing sentences do not Supportive
topic sentence. puzzling or always clarify and sentences do not
inconsistent. explain the topic clarify and explain
Supportive sentence. the topic sentence.
sentences clarify
and explain the
topic sentence.
Conclusion The conclusion is strong The conclusion is The conclusion is There is no clear
and leaves the reader recognizable and recognizable, but conclusion, the
with a feeling that they ties up almost all does not tie up paper just ends.
understand what the the loose ends. several loose ends. Does not include
writer is "getting at." Includes all the Does not include all the necessary
Includes all the necessary elements all the necessary elements of a
necessary elements of a of a closing elements of a closing paragraph
closing paragraph paragraph closing paragraph
Grammar Consistently follows Generally follows Irregularly follow Does not follow
rules for spelling and rules for spelling rules of spelling rules for spelling
& Spelling
correct use of grammar. and correct use of and correct use of and correct use of
Uses complete grammar. Usually grammar. Exhibits grammar. Uses
sentences and uses complete errors in sentence sentence structure
consistently indicates sentences and structure that that makes it quite
paragraphs. often indicates affects difficult to
paragraphs communication understand. Does
adequately. and does not not use
indicate paragraphs paragraphing
properly. acceptably.

Be aware: Plagiarism
Plagiarism is presenting somebody else’s work as your own, and in particular, copying somebody else’s
text without clear acknowledgment. It amounts to cheating and demonstrates unacceptable disrespect and
disregard for both academic staff and your fellow students. The sanctions for plagiarism may result in you
failing the particular assignment or course. Please note that plagiarism concerns the unattributed use of
any work which is not your own, not just published sources.

4. In-class Presentation
As part of this course, participants will be in charge of presenting a specific language learning
resource in groups of 2 people maximun. The presentation should address among other aspects: definitions
and principles for the use of a particular language learning resource, advantages and/or disadvantages of
using it (applicability and usefulness), examples of specific activities to carry out with that resource, a
critical position regarding the implications of using that resource in different teaching settings and, more
importantly, a short hands-on activity or application. Overall, special attention must be given to a balance
between theoretical principles or foundations and practical activities or strategies. It goes without saying that
one of the main goals of these presentations is to enrich and expand the repertoire of ideas we all have in
connection to the use of different language learning resources. Note: Each presenter is also in charge of e-
mailing me the presentation and related materials.Presentations will be evaluated as follows:

MARKING OUTSTANDING PROFICIENT AVERAGE (3) POOR (2)

RUBRICS (5) (4)
Organization - Student presents - Most - Student jumps - Presentation is
information in information around topics. choppy and
logical, interesting presented in Several points are disjointed; no
sequence which logical sequence; confusing. apparent logical
audience can A few minor - Ends with a order of presentation
follow. points may be summary or - Ends without a
- Ends with an confusing conclusion; little summary or
accurate conclusion - Ends with a evidence of conclusion.
showing summary of main evaluating content
thoughtful, strong points showing based on evidence.
evaluation of the some evaluation
evidence presented. of the evidence
presented.
Content: - Information - No significant - Enough errors are - Information
Depth and completely errors are made; a made to distract a included is as
Accuracy accurate; all names few knowledgeable inaccurate as for the
Content and facts were inconsistencies or listener, but some listener not to be able
precise and explicit errors in information is to depend on the
- Level of information. accurate. presentation.
presentation is - Level of - Portions of - Presentation is too
appropriate for the presentation is presentation are too elementary or vague
audience. generally elementary or too for the audience.
appropriate. sophisticated for
audience.
Creativity and - Very original, - Some originality - Little or no - Repetitive with
use of aids clever, and creative apparent; clever at variation; a few little or no variety;
approach that times; good original touches. little creative energy
captures audience's variety and For the most part, used.
attention. blending of visual aids are font - Visual aids and font
- Visual aids were materials/media. size were standard. size were
colorful and font - Visual aids were disappointingly used.
size is large enough. satisfactory and
font size was
appropriate.
Use of - Poised, clear - Clear - Audience - Presenter is
language and articulation; proper articulation; occasionally has obviously anxious
voice volume; steady rate; slightly trouble hearing the and cannot be heard
management enthusiasm; uncomfortable at presentation; seems with little or no
confidence; speaker times. uncomfortable. expression.
is clearly - Student - Student incorrectly - Student mumbles,
comfortable in front pronounces most pronounces terms. incorrectly
of the group. words correctly. - Can follow the pronounces terms
- Correct, precise - For the most presentation, but incorrectly.
pronunciation of part, sentences are some grammatical - Ideas can be
terms. complete and errors and followed or
- Sentences are grammatical, and incomplete understood due to
complete and they flow together sentences affect the difficulties with
grammatical, and easily. quality. grammar and
they flow together vocabulary.
easily.