UNIVERSIDAD NACIONAL AUTONOMA DE HONDURAS

SCHOOL OF HUMANITIES AND ARTS

DEPARTMENT OF FOREIGN LANGUAGES
FOREIGN LANGUAGES TEACHER TRAINING PROGRAM

TASK: Assessment in EFL

STUDENT: Diana Lizeth Garcia Zelaya ACCOUNT 20171034162

CLASS LEADER
MA DENIA CATALINA MATAMOROS GALO

SUBMISSION DATE: July 10, 2022

Declaration:
I confirm that this essay is wholly my own work __X__ (tick to confirm)
SECTION #1:

GRADE: kindergarten

TOPIC: months of the year

CERF LEVEL: A1

CAN-DO Statement: Student can sing the months and seasons of the year

TOPIC LEARNING OBJECTIVE: By the end of the lesson, students will be able to identify

the seasons of the year in different months using a calendar.

SECTION #2:

ASSESSMENT: Put the months in correct order

ASSESSMENT TYPE: formative- face to face

TARGET LANGUAGE SKILL: writing

ASSESSMENT INSTRUCTIONS FOR STUDENTS: Select the correct answer. With a

pencil, join in order the corresponding number of each month.

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RATIONALE:

I chose this activity because I will be working with very young children, who have not

developed more advanced skills, and in this activity the instructions are clear and easy for

them since at that age children are beginning to increase their knowledge. This activity is

formative because the main objective is to guide the students to achieve their medium- and

long-term goals. The role of us teachers is to encourage students to take an active role so that

they are self-sufficient and, in the future, can continue the learning process with the skills and

knowledge they have acquired. Feedback I would give would be to observe how they are

doing with the work since this is face-to-face, not judging their work but trying to correct the

mistakes they have since we are dealing with 5–6-year-old children. On one hand, worksheets

are made use of in classes for presentation of topics. Demircioğlu et al. (2004) define

worksheets as “important tools to guide students, to help them to decide for themselves, and

to facilitate participation in the learning process”. As Elvan (2012) highlights activities in a

classroom should be diverted to make learners active doers rather than passive watchers.

Thus, learners should be entitled to be held responsible of their own learning experience. On

the other hand, teachers mostly make use of them to practice language use and usage in and

out of class. Kaymakçı (2006) refers them as “teaching materials that can be used in and out

of the classroom to ensure individual and active learning.

SECTION #1:

GRADE: Elementary School

TOPIC: Parts of the House

CERF LEVEL: A1

CAN-DO Statement: Students can present information about myself and some other very

familiar topics using a variety of words, phrases, and memorized expressions.

TOPIC LEARNING OBJECTIVE: By the end on the lesson, Ss will be able to Identify the

main parts of a house and its components.

SECTION #2:

ASSESSMENT: Roll the dice

ASSESSMENT TYPE: formative- face to face

TARGET LANGUAGE SKILL: writing and speaking

ASSESSMENT INSTRUCTIONS FOR STUDENTS:

 Students will find a partner or make groups of three to carry out the activity.

 They will roll the dice and write the names of the houses according to the number on

the dice.

 The group that finishes the board will win the game.

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RATIONALE:

I decided to select this assessment for this topic because it is a good way to motivate the

student to learn more, as future teachers we have to create creative classrooms and not boring

ones, because if we look at the dice games, we can use it as a vehicle to conduct a formative

assessment in the classroom at the beginning of the academic year. We believe that these

games can be useful for developing an understanding of children's competence with the skills

that are key to their understanding of the concepts given in class. This means that they are a

great resource for the classroom. Games help children acquire mathematical knowledge,

which means they can understand, use and justify their mathematics (Hodgen and William

p3). For me it is formative as they engage children and motivate them to persevere in their

participation, so you, as the teacher, have the opportunity to observe what they show you they

know and understand. You can use these games for one or more of the following purposes:

Promote a culture of inquiry in the classroom. We know that nurturing children's curiosity

and developing and honing their spirit of inquiry establishes skills for the future and reasons
to learn in the present. (Burton 1984 p9), encourage collaborative work, talking, listening,

turn taking - pair and group work skills.

SECTION #1:

GRADE: Middle School

TOPIC: My Plan for Christmas Holidays

CERF LEVEL: B1

CAN-DO Statement: Students can present information on most familiar topics using a series

of simple sentences.

TOPIC LEARNING OBJECTIVE: At the end of the lesson, students will be able to compare

and share with the class the different activities they do over the Christmas holidays.

SECTION #2:

ASSESSMENT: 3,2,1

ASSESSMENT TYPE: formative-face to face

TARGET LANGUAGE SKILL: Speaking and writing

ASSESSMENT INSTRUCTIONS FOR STUDENTS:

 The student will be given a worksheet, they will have 10 minutes to fill it out.

 Write on the worksheet three things you learned in class, two things you want to learn

more about, and one question you have.

 At the end of the class, the answers elaborated in the worksheet will be discussed.

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Question 3-2-1 helps students structure their responses to a text, film, or lesson by asking

them to describe three starting points, two questions, and one thing they liked. Sharing 3-2-1

responses is also an effective way to spark class discussion or review material from the

previous lesson. It is formative because this strategy provides a structure for students to

record their own understanding and summarize their learning. It also gives teachers the

opportunity to identify areas that need to be retaught, as well as areas of student interest. I did

this activity supported with the worksheet resource. McDowell and Waddling (1985)

suggested that, during laboratory investigations, properly designed worksheets can help

teachers overcome time demand problems and enable them to improve students' acquisition

of knowledge and skills. In order to ensure worksheet’s effectiveness, many studies focused

on the design of worksheets (Campbell, 1999; Hoener, Salend, & Kay, 1997; Sasmaz-Oren &
Ormanci, 2012). The basis for successfully transferring message to students is layout. To

enhance teachers’ abilities to design worksheets, Rotter (2006) proposed the layout principal

COLA (contrast, orientation, lettering, and artwork). In worksheets, characteristics of

questions are important factors. I would give my feedback with the Review, Finally, the most

important step is to review student responses. This information can be used to develop future

lessons and determine if some of the material needs to be retaught.

SECTION #1:

GRADE: High School

TOPIC: Important Historical Events

CERF LEVEL: B1

CAN-DO Statement: Students can handle short social interactions in everyday situations by

asking and answering a variety of questions.

TOPIC LEARNING OBJECTIVE: At the end of the lesson, Ss will be able to choose and

explain an important event in history applying their rational and critical knowledge, in order

that they may be able to transmit in an organized way the events that occurred in the past in

order to understand the present.

SECTION #2:

ASSESSMENT: Twitter Board

ASSESSMENT TYPE: Formative-face to face

TARGET LANGUAGE SKILL: writing

ASSESSMENT INSTRUCTIONS FOR STUDENTS: Fill out the paper about what you

learned in the lesson using a maximum of 130 characters, at the end paste your opinion on the

twitter board.

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SECTION #3:

RATIONALE:

I chose this activity because it will help me at the end of the class to know how much the

student learned in class, it will also be useful for the students because they will be able to

express if they really understood or not which in turn will help me to give feedback the next

day looking for a strategy to give a reinforcement of the topic taught. According to (Juan Luis

Bravo, 2003) "the blackboard, together with all its derivatives such as the flipchart and the

flannelgraph, and the poster have been able to illustrate any explanation and allow its

development in an orderly and coherent manner. Today, these media benefit from computer

technologies that facilitate their development or offer new features, such as electronic

whiteboards". As teachers, we can help our students to make better use of the whiteboard. We

can help them understand that it is not as important to copy everything as it is to absorb and

understand the concepts and relationships that we visualize on the board. They can also use it
in a different way, as they can do in this activity, correcting this kind of habits is important if

we want to help our students to be more aware of their learning.

SECTION #1:

GRADE: College/University

TOPIC: Phone use in children

CERF LEVEL: B2

CAN-DO Statement: Students can make presentations in a generally organized way on

school, work, and community topics, and on topics I have researched.

TOPIC LEARNING OBJECTIVE: At the end of the lesson, Ss will be able to share and

compare with the class your different opinions or point of view about the topic to be

discussed, helping them to be able to create their own critical knowledge.

SECTION #2:

ASSESSMENT: Panel Discussion

ASSESSMENT TYPE: summative- virtual assessment

TARGET LANGUAGE SKILL: speaking

ASSESSMENT INSTRUCTIONS FOR STUDENTS:

 You will carry out a Panel Discussion in groups, on the following topic: Phone use in

children

 At the end of both panels, you will upload a summary of the most important points

discussed in class, saving your file as shown below: Group #_panel discussion.pdf

 Qualification criteria:
The student (group) used research to advance Poor Very good Excellent

arguments and defend positions. 1puntos 2puntos 3puntos

The student (group) demonstrates Poor Very good Excellent

understanding of the issue. 1puntos 2puntos 3puntos

The student (group) presented key points. Poor Very good Excellent

1puntos 2puntos 3puntos

The student (group) was able to use examples Poor Very good Excellent

or analogies to defend an argument. 1puntos 2puntos 3puntos

The student (group) showed respect for others’ Poor Very good Excellent

opinions. 1puntos 2puntos 3puntos

The student (group) was logical in presenting Poor Very good Excellent

arguments. 1puntos 2puntos 3puntos

The summary was one-page length and well- Poor Very good Excellent

written (without grammar or spelling mistakes) 1puntos 2puntos 3puntos

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Referencias
Kasap, B. (Diciembre de 2016). A case study on the analysis of the worksheets used in a language
preparatory school in higher education. International Journal of Languages’ Education and
Teaching, 4(1), 36-47. Obtenido de
https://www.researchgate.net/publication/312243988_A_case_study_on_the_analysis_of_t
he_worksheets_used_in_a_language_preparatory_school_in_higher_education

Lee, C.-D. (Abril de 2014). Worksheet Usage, Reading Achievement, Classes’ Lack of Readiness, and
Science Achievement: A Cross-Country Comparison. International Journal of Education in
Mathematics, Science and Technology, 2(2). Obtenido de
https://files.eric.ed.gov/fulltext/EJ1066356.pdf

Pennant, J. (2012). Using Dice Games in the Classroom. Obtenido de https://nrich.maths.org/8414

Ramos, J. L. (Marzo de 2003). Los medios tradicionales de Enseñanza (Uso de la pizarra y los medios
relacionados). Obtenido de
http://www.ice.upm.es/wps/jlbr/documentacion/libros/pizarrayotros.pdf