assessment audit

Assessment Audit
For : My grade 1 class

Who are we doing this learning assessment for?
My students and me, the teacher
What do they need the information for?

 my students
• They may feel able to develop autonomy, creativity and initiative.
• They may begin looking for extra information and get an intrinsic and extrinsic motivation.
• So they can make sure of the purpose of the class.
• And they can begin to use strategies and skills to acquire the language.
• They can learn with complementary activities as music, readings, and games.
• They can organize a conversational forum to complement their classes.
• They need engage activities to get their interest.

(me) the teacher 
• I know they are beginners, so I have to start teaching the basics, numbers, and alphabet.
• In this way, I can see the progress of my students, and their needs.
• I have to manage my class in a regular rate in order to help both quick -learners and slow-learners.
• So I can complete my plan, I won´t spend time in low-content activities. some facts can be explained via feedback.

What kind of information do they need?
my students
• They need examples to understand the lesson.
• They need reviews, feedback, and reward to their work
• They need to take classes in other environments and with other teachers to be eclectic.
• They need informal assessment outside the classroom.
• They need clear, easy and important information according with their level and age.
• They need rapport, empathy and authenticity to develop a good learning
• They need a constructivist evaluation, so it has to be objective and subjective.
• They need their own assessments, to be reflective in their knowledge.

me, the teacher
• I need to make a brief evaluation to know if they are really beginners, and how do they feel about the subject.
• I need to give extra motivation by presenting real-life situations in which they can apply their knowledge to make them find out the benefits of speaking English.
• Because of the nature of the course, I need to make them figure out that we are covering the topics they need to learn English.
• I need to ask them if they understand what I´m saying, even if they do, I will notice that. If I speak so fast or use difficult words, I am going to talk in an easier way.

Integrants (In alphabetic order):
Méndez Gómez Eduardo
Tapia Alvarado Jessica
Valencia Alvarado Lorena

learning objectives

LEARNING OBJECTIVES
UNIT 6

Likes and dislikes

GENERAL OBJECTIVES OF THIS UNIT

At the end of the unit students will be able to describe the physical appearance of a character using questions with “like” and “how”, also appropriate vocabulary of people, towns, food; with reading, writing, listening and the use of verb patterns.

CONTENTS OF THE UNIT
GRAMMAR

OBJECTIVES:
• To show the differences between the verb ´like´ as a verb and like´ as a preposition.
• To learn how to ask general questions with “like” and “how”.
• To be able to use the different forms of verbs in phrases: verb + -ing, verbs + to + infinitive, verbs + somebody + to + infinitive, verbs + somebody + infinitive, verbs + -ing or to + infinitive, verbs + -ing or to + infinitive.

Content:
• Questions using like and verb patterns

VOCABULARY

OBJECTIVES: Identify adjectives and use verb patterns appropriately in written form.

Content:


PEOPLE
> Tall
> Reserved
> Bored
> Rude
> Rich

TOWNS
> Cosmopolitan
> Modern
> Exciting
> Overcrowded
> Old

FOOD
> Tasty
> Frozen
> Vegetarian
> Delicious
> Tasteless


SPEAKING
OBJECTIVES: Express opinion, using the verb like as a verb and like as a preposition, about culture and discuss the favorite places to visit, using adequate grammar, vocabulary and intonation.

Content:

Talking about food, cooking and restaurants
Exchanging information of important cities

READING
OBJECTIVES:

Improvement of reading comprehension skills.
Learning some summarizing techniques

Content:
• Specific information
• General ideas
• Types of reading

LISTENING
OBJECTIVES:

To develop listening comprehension skills by listening conversations

Content:
Specific information

WRITING
OBJECTIVES: to describe a room in written form, using adjectives appropriately and the basic principles of paragraph writing.

Content:
Descriptive paragraph
Use of adjectives
Use of punctuation

definitions and reflection

• Evaluation: it is viewed as the process whereby we seek to interpret the assessment data and make appropriate professional judgments based on that data. (Trussel 1998)

• Assessment: it is seen as the gathering of evidence and documentation of the learning.  (Trussel 1998)

• Testing: it is a development procedure where programmers create tests as they develop software. The tests are simple short tests that test functionality of a particular unit or module of their code, such as a class or function.                                                             

• Teaching: it is an academic process, by which students are motivated to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel; a process that elevates students to a level where they learn deeply and remarkably. 

• Reflection

We think the unit was a very interesting one, which at the beginning of the semester seemed to be a bit complicated by the fact of dealing with a new teacher and a different way to organize the portfolio. In this unit we learned to identify differences between Assessment, testing and evaluation, because until the last semester we have not thought that there were much difference. This seemed to be a detail that is important for the career because this way we will have a clearer and simpler to organize and evaluate our classes, our students and ourselves, so it facilitates to have a more efficient and more beneficial labor for us and our students. We feel good about this class, but sometimes we would rather to have this class in presential mode, because of the doubts that emerge during the readings. Of course, having this sort of classes allows learning different modes of presenting a class, and customize to the applications of technology in teaching.