MUESTRA DE DESEMPEÑO DOCENTE 4

Evaluation Plan

Astrid Guerra Azócar

Professional Practice

María Belén Quezada C.

Concepción, 2019
 TASK 1: DESIGNMENT

1. Thematic Unit: Green Issues

At the end of the unit students will be able

to express opinions and give oral and
2. Unit General Aim: written advice about different
environmental problems.

Use communication technologies in a

responsible and effective way to obtain
information and create texts, giving credit to
the work of others and respecting the
3. Attitudinal Aim(s): property and privacy of people. (OA E)

Work responsibly, proactively and

collaboratively with a common goal, and
showing respect for the interests and ideas
of others. (OA D)

Learning Goals Purpose Modality Activities and Instruments

At the end of the Diagnostic and Hetero- Direct observation

lesson students will Formative evaluation
Class work
be able to define
vocabulary about
environmental
problems.

At the end of the Diagnostic and Hetero- Direct observation

lesson, students will Formative evaluation
Class work
be able to discuss the
main concepts about
global warming.
At the end of the Formative Hetero- Direct observation
lesson, students will evaluation
Class work
be able to understand
a text about the
effects of global
warming and give
advice about
environmental
problems.

At the end of the Formative Hetero- Direct observation

lesson, students will evaluation
Class work
be able to express
conditions in writing Oral feedback
about the
environment based
on the video "The
man".

At the end of the lesson, Formative Hetero- Direct observation

students will be able to evaluation
create a script for an Classwork
eco-friendly campaign
using the phrasal verbs
Oral feedback
seen in class, written
and orally.

At the end of the Formative Hetero- Direct observation

lesson, students will evaluation
Classwork
be able to connect
ideas in writing Oral feedback
through a paragraph.

At the end of the Summative Hetero- Rubric

lesson, students will evaluation
be able to apply
vocabulary from the
unit on a poster that
includes advice for
environmental
problems.
At the end of the Summative Hetero- Rubric
lesson, students will evaluation
be able to present
their posters orally,
including solutions
and advice for
environmental
problems.

At the end of the Formative Hetero- Worksheet

lesson, students will evaluation
be able to review and
practice the contents
of the unit through a
review guide.
 TASK 2: FOUNDATION

Firstly, the assessment plan was designed based on the breakdown of

contents made when planning the unit. The unit has different evaluations to measure
both, the process and the result of the contents of the unit. The evaluation plan
consisted of two marks during the unit, the first mark corresponds to a class project
which was a poster that should include information about the environmental problem
chosen and contained the contents and vocabularies of the unit. The poster was
developed in two classes and subsequently assessed with an oral performance
using an analytical rubric. The second mark of the unit was the written test with the
contents and vocabulary of the unit, which was designed by the guide teacher.

For the process of self-regulation of the students for the evaluation of the
poster, this was carried out through the measurement of class-to-class progress,
fulfilling objectives determined by a rubric. This document was entrusted to a
member of the group who had the responsibility of directing and monitoring the
fulfilment of these objectives since these would be part of the evaluation as a class
development. This helped students to make the project methodical and logical, also
allowed them to divide the tasks and self-regulate their learning process
(metacognition). At the end of the project, the students were consulted if this
research approach had been easier for them or if they had used it before, which they
affirmed that in subjects such as science and history it also helped them work
independently and in an orderly manner.

Finally, during all the classes a constant observation of the students'

performance was carried out, placing greater emphasis on those students who
participate in the PIE program. Because in the school there is not accompaniment in
the classroom for the English subject on the part of the special education teachers,
neither a type of curricular adaptation for these students. Therefore, the provision of
constant individual feedback was necessary. In addition, with the aim of
implementing the Universal Design for Learning, a variety of activities and
evaluations were considered where students could express their knowledge through
different forms of representation, expression and involvement.
 TASK 3: REFLECTION

In first place, I decided to do the activities in the established order so that

students could see the vocabulary and content from a simpler point of view and work
on it in isolation so that they can see it in a real context when working with authentic
texts and videos. In this way, I have the possibility to reinforce the vocabulary
repetitively during the first stage, to make sure that the students have learned it and
if they are able to recognize it and use it in longer texts.

Secondly, I think one of the first difficulties that could be faced in the classroom
in terms of the development of activities, is that the students with better performance
in the subject finish before their classmates. In this same point of view, I assigned a
monitor role to those students who were more proficiency in the English language to
help their classmates who presented more difficulties during the activities.

Lastly, I have noticed that there are students that develop better and more
comfortably in the oral production of the language. In those cases, and according to
what was discussed and agreed with the teacher, the class emphasizes the
evaluation of their oral performance more than in the written one. Moreover, written
texts, audios and videos were included with the aim of integrating the four main
language skills since the students would achieve the learning objectives in a more
meaningful manner.