Questions

According to the characteristics of the group, how does the concept of Validity apply in their evaluation process?

In all learning processes should be an evaluation or test where we can realize the progress of the student in this case to any assessments or tests must have a validation (Validation is the process that allows us to validate those tests). For Eagle Institute in each grammar and written assessment should be a clear example of the grammatical structure being evaluated. It is clear that not only have these types of tests, for example we have Listening assessments where students listen to a recording and responsive is their sheets response, there must be a clear example of how longer responds both an audio for this example . Likewise, if the assessment is based on a film should be an example of how to proceed. There are many ways we can evaluate learning and to give them their corresponding validity must be placed in a clear assessment exercise which will help the student to be guided and hence make a good evaluation.

2. According to the characteristics of the group, what aspects could affect the reliability of the evaluation process?

Reliability indicates the consistency or stability of test performance and is one of the most important considerations when selecting tests and other assessment tools. When the results of an assessment are reliable, we can be confident that repeated or equivalent assessments will provide consistent results. There is always some random variation that may affect the assessment, so teachers should always be prepared to question results, for EaglE Institute these are some factors that could affect the reliability of the evaluation process:

• The length of the assessment – a longer assessment generally produces more reliable results.

• The suitability of the questions or tasks for the students being assessed.

• The phrasing and terminology of the questions.

• The consistency in test administration – for example, the length of time given for the assessment, instructions given to students before the test.

• The design of the marking schedule and moderation of marking procedures.

• The readiness of students for the assessment – for example, a hot afternoon or straight after physical activity might not be the best time for students to be assessed.

• Ambiguously worded questions

• Biased questions

• Different interpretations of the wording of test questions

3. What proposal (exercise sample) would contemplate aspects of formative and summative type of assessment?

In a program where the main intended goal is to develop conversational skills in English, the question of summative evaluation is a bit tricky, as students enroll because it’s offered as a way to acquire communicative competence focused in verbal expression; that is, a modification of their intellectual skills to accommodate a new language in their expression system.

It’s crucial to maintain a constant interaction with the contents to be studied and ultimately acquired. So students need to be motivated to engage their learning materials and to utilize, if possible, their preferences, like in music, TV or cinema to foster the development of conversational skills

The goal is to be able to speak English so evaluation is to be conceived as a system of interactions with a clear intentionality; in this context it integrity stems from, a formative and constant evaluation where it’s expected that:

-Students engage in the production of linguistic outputs

-Language acquisition derived from this production of outputs

From the first lesson, students come in contact with the language and it’s expected that they produce at least some output from the very onset; students need to be mindful that language acquisition is facilitated by exposure and practice; so whenever they enter the classroom, the teacher assumes students have taken the time to practice with their learning material, so after a review of the content being studied, evaluation ensues.

Evaluation route (Lesson1: Introductions, spelling, greetings/farewells, numbers):

• Formative (in-class assessment):

-The student greets the class

-The student introduces him/herself

-The student spells his/her name correctly

-The student greets and engages a classmate in conversation

-The student asks the classmate’s phone number

-The student writes down the classmate’s phone number

After a succession of lessons 8 to 10 lessons, the teacher is able to tell the skills of his/her students and will also be able to assess whether students are dedicating time to developing the conversational skills outside the classroom. A cumulative corpus of knowledge will begin to form, leading to

• Summative (standard test assessment):

-Student answers correctly:

Unscramble the sentences and put them in the correct order (verb can be wrongly conjugated):

Is-playing-?-and-what-at-park-Anna-doing-Lyle-the-Frisbee

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Tony-vodka-drinks-never-weekdays-on

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House-live-They-old-in-an-white

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Time,-me-?-you-tell-can-please

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Dogs-human-her-eat-doesn’t-food

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Exam-days-in-I-two-have-English-an

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The use the correct possessive determiners to complete and then restate the following sentences (don’t forget to use the adjectives when they are present):

Example: Mary has a notebook. The notebook is black-> her notebook is black

I have two beautiful sisters. They’re younger than I

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Marie and Carlos have a newborn son. His name is Jose.

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Danny and Kelly’s car has two seats. It’s not very comfortable:

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We’re throwing a party. It’s next Sunday at the beach club:

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Lily’s laptop is new, and it broke yesterday:

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I made you and Danny dinner. It is one the microwave:

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