UNIDAD EDUCATIVA BILINGÜE SAGRADOS CORAZONES

METACOGNITIVE REFLECTION RUBRIC

SCHOOL YEAR: 2022 – 2023
SUBJECT: ENGLISH B COURSE: _1ST PARALLEL: B-C
TEACHER: DOLORES LOPEZ IZQUIERDO
STUDENT:__Andrea Yuquilema Cevallos____________________________

1. Achievement analysis

a. What have we learned?

we learned about the FCE exam, i.e. we learned tips and ways to pass the
exam as well as tested our English skills, and reviewed previous topics to
reinforce all the knowledge we had acquired in order to be able to do a
simulation of the exam.

b. How can we apply what we have learned?

We can apply it in our daily lives because we can surf the Internet with
fewer language limits, and we can help others improve their English.

c. What attributes of the profile did I manage to develop?

One of the attributes of the IB was the inquiry, because we investigated
the subject of classes for example we investigated about technology, so
we investigated about that topic to be more informed and in another that
we applied it was to investigate vocabulary in the FCE practice book

d. How are the learning experiences developed throughout the first

semester in the subject of ……… connected with my life?
They relate to my life, when I help my younger brother with his English
classes, I also help my cousin with her English classes and I also like
books a lot, which are often not in Spanish, so sometimes I read them in
English and try not to use a translator to help me with my English.
 2. Weak points to improve

a. What was the most difficult for me during the quimester?

The most difficult thing was paying attention, because lately I have had
more activities, so I have been busier and that has caused me to be more
tired, so it was difficult for me to pay 100% attention in class.

b. What skill (approach to learning) do I need to practice more? Why?

I need to improve my self-management, because I don't always organize
myself well and I tend to leave everything to the last minute, so the work
is not always decent, I need to improve my planning of my time to be more
responsible for all my obligations.

3. Reflection on their socio-emotional state during learning and

strategies taken to learn.
a. What emotions have arisen throughout my learning process?
I have had different emotions from happiness and joy to sadness and
frustration, since I like the subject and I am happy when I manage to
solve the exercises but I get frustrated when I do not understand them.

b. Did I follow the instructions provided?

Yes, I followed them as they were essential to get a good grade, and the
instructions were not too difficult to follow.

c. What can I do to improve?

Practice all the lessons you have learned to improve and not have
difficulties for the next school year, you can also practice with the FCE
book to complete it.

d. What is something good that I have done and that I should continue
doing?
Watch movies and series in English, listen to a lot of music in English
and read a lot of books in English to improve my pronunciation and my
reading.

Criterion 0 1-2 3-4 5-6 7-8

The student The student The student The student The student
does not presents a presents a presents a presents a
reach any of limited briefly generally fully detailed
the levels analysis of detailed detailed analysis of
Achieve specified by the most analysis of analysis of the most
ment the following relevant the most the most relevant
analysis descriptors. achievement relevant relevant achievement
s that achievement achievement s that clearly
demonstrate s that s that demonstrate
progress in demonstrate demonstrate progress in the
progress in progress in
 the expected the expected the expected expected
learning. learning. learning. learning.
The student The student The student The student The student
does not imprecisely applies the IB satisfactorily fully and
reach any of applies the IB vocabulary applies the IB effectively
the levels vocabulary (Concepts, vocabulary applies the IB
specified by (Concepts, Context, (Concepts, vocabulary
the following Context, Approaches Context, (Concepts,
descriptors. Approaches to Learning, Approaches Context,
Instructio to Learning, profile to Learning, Approaches to
ns terms profile attributes) to profile Learning,
attributes) in some extent attributes) profile
the and and attributes) and
metacognitive evidences this evidences it evidences it in
reflection. in the in the the
metacognitive metacognitive metacognitive
reflection. reflection. reflection.

The student The student The student The student

The student
does not seldom briefly identifies with
frequently
reach any of identifies the identifies the great
identifies the
the levels skills from the skills from the accuracy the
skills from the
specified by learning learning skills from the
learning
the following approaches approaches learning
approaches
descriptors. developed, so developed approaches
developed
there is no and explains developed and
and explains
Compete clear idea of how to put clearly
how to put
nces how to put them into explains how
them into
them into practice in to put them
practice in
practice in real life. into practice in
real life, thus
real life. real life, thus
supporting
supporting
their
their
relevance
relevance
and
and
pertinence.
pertinence.
The student The student, The student, The student
Socio- does not in a limited with some The student carefully
emotiona reach any of way, reflects depth, reflects on reflects on
l the levels on own socio - reflects on own socio - own socio-
reflection specified by emotional own socio - emotional emotional
during the following state during emotional state during state during
learning descriptors. learning. state during learning. learning.
learning.
TOTAL: ___ / 8 marks

Teacher’s feedback:

Elaborated by: Revised by: Approved by:

Dolores López I Karla Crespo Jenniffer Holguin
Teacher Area Coordinator Viceprincipal