Universidad Autónoma de Nuevo León

Facultad de Filosofía y Letras

Lingüística Aplicada a la Enseñanza y Traducción del Inglés

Evaluación de los Aprendizajes

PRODUCTO INTEGRADO DE APRENDIZAJE

Maestra: Alma Delia Sepúlveda Rodríguez

Integrantes del equipo:

Mariana Guerra Obregón
Diana Fernanda Salazar Rivera
Debanhi Hernández Ramírez
Farah Cuellar González
Priscila Hermosillo Marín
Anett Jaqueline Reyes Ruíz

1 de diciembre de 2023
San Nicolás de los Garza, Nuevo León
 INDEX

INTRODUCTION……………………………………………………………2

CHART……………………………………………………………………….2

TESTS:

I. GRAMMAR……………………………………………………………4

II. VOCABULARY………………………………………………………10

III. READING…………………………………………………………….11

IV. LISTENING………………………………………………………….13

V. WRITING …………………………………………………………..14

VI. ORAL………………………………………………………………..17

CONCLUSIONS……………………………………………………………22

ANNEXES…………………………………………………………………..25

1
 INTRODUCTION

This learning unit is related to design and evaluation of English language courses,
therefore, in this unit we understood how to manage, arise, and design different
processes that are part of the processes of summative and formative evaluation of the
learning of a foreign language, considering both productive skills: oral and written
expression, and receptive skills: reading and comprehension.
We develop new skills for the application of existing methods and techniques for the
evaluation of foreign language learning. Therefore, we will present the elaboration of an
A2 level test including grammar, vocabulary, reading, listening, writing and oral section
for the evaluation of the learning acquired during this level.

CHART

CONCEPT
DESCRIPTION EXAMPLE
Test refers to a tool,
technique, or method that
is intended to measure
-Placement test
students’ knowledge or
-Diagnostic tests
Testing their ability to complete a
-Proficiency test
particular task. In this
-Achievement test
sense, testing can be
considered as a form of
assessment
Assessment is thus the
process of collecting
information about
-Examinations
students from diverse
-Finals
Assessment sources so that
-Quizzes
educators can form an
-Graded papers
idea of what they know
and can do with this
knowledge.
Evaluation Evaluation means to form -Assignments
an idea of something or -Projects
to give a judgment about -Class participation
something. Evaluation is -Tests
concerned with making -The "PIA" proyect.

2
 judgments about
instruction, a curriculum,
or an educational
system.
Validity refers to the
-Effective formative
extent to which a test
feedback, students
Validity measures what it is
support.
supposed to measure.
-A survey.
Reliability refers to the -A scale used to measure
consistency of test stress should provide
Reliability scores when consistent results each
administered on different time it's used to ensure
occasions. reliability.
Traditional evaluation
-Written exams
often refers to the
-Paper-and-pencil
Traditional evaluation conventional methods of
assessments
assessing or evaluating.
-Face-to-face interviews.
This is a method of
evaluation that measures
a student’s level of
proficiency in a subject
as opposed to the
-Portfolio
student’s level of
-Performance test
Alternative evaluation knowledge. The overall
-Open test
goal of alternative
assessment is to allow
students to demonstrate
their knowledge and
execute tasks.

Direct and Indirect Direct method: Is a Direct:

Methods traditional, teacher-led -Descriptions/modeling of
approach in which assignments and
teachers transmit learning activities.
information to students. -Written or video
Indirect method is a lectures.
student-led approach in -Demonstration videos
which teachers provide -Presentations
students with tools for -Discussions moderated
them to guide their own by instructors.
learning process.
Indirect: -Completion of
readings

3
 -Completion of projects,
papers, and
presentations.
-Interacting with peers in
online discussions.

Subjective tests aim to

assess areas of students’
Objective:
performance that are
-Multiple-choice
complex and qualitative,
-True-false
using questioning that
-Matching and
may have more than one
completion
correct answer or more
Objective and
ways to express it.
Subjective Methods Subjective:
-Short-answer essay
Objective assessment, is
-Extended-response
far more exact and
essay
subsequently less open
-Problem solving and
to the students’
performance test items.
interpretation of concepts
or theories.

Rubrics can be used for

A rubric is a type of
a variety of assignments:
scoring guide that
Rubric assesses and articulates
-Research papers
specific components and
-Group projects
expectations for an
-Portfolios
assignment.
-Presentations.

4
 UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN
FACULTAD DE FILOSOFÍA Y LETRAS
EVALUACIÓN DE LOS APRENDIZAJES

EXAM

Name: ______________________ Date: _____________________

Subject: _____________________ Semester: __________________

GRAMMAR SECTION

Introduction

This test is made for kids in levels II-III. With these questions, kids can learn and
practice talking about comparing things, future, actions in the past, and using different
verb tenses like present perfect, past progressive, simple present, simple past, and
simple future. The questions are designed to show what kids understand in everyday
situations.
The test isn't just about knowing how much English they know; it's also about being
creative and taking part. We want kids to have fun learning while taking on this exam
and encourage them to keep practicing outside school. Good luck!

Review of tenses: present, past, and future

I. Chose the correct option for each question.

1. Which sentence is in the present simple tense?

a) He will go to the store tomorrow.
b) They go to the park every Sunday.

5
 c) She is playing soccer right now.

2. Choose the correct sentence in the present simple tense.

a) We are eating lunch at the moment.
b) He eats lunch at 1 PM.
c) I will eat lunch later.

3. Identify the sentence in the present simple tense.

a) They are swimming in the pool.
b) I swim in the pool every day.
c) She will swim in the pool tomorrow.

4. Which sentence is in the future simple tense?

a) They are playing basketball now.
b) She will visit her grandparents’ next weekend.
c) We went to the park yesterday.

5. Choose the correct sentence in the future tense.

a) I am watching TV at the moment.
b) He is going to the movies tomorrow.
c) They went to the beach last week.

6. Identify the sentence in the future tense.

a) She is cooking dinner right now.
b) We will have a picnic on Saturday.
c) He had lunch an hour ago.

6
 II. Choose the corresponding verb from the box for each sentence. You
need to use the past form of each verb.

DO GO HAVE BUY

1. Complete the sentence: "I did__ my homework last night.

2. Provide the missing words: "She__went__ to the concert last weekend.
3. Finish the sentence: "They_had__a great time on their vacation.
4. Write a complete sentence: "He _bought_ a new car last year.

Past progressive (past continuous)

III. Fill the black with the corresponding verb in past progressive.

1. Yesterday, at 7 in the morning, I___was watching___ (watch) a movie at home.

2. While you___were playing___(play) in the park, it was raining.

3. My mom___was cooking___(cook) dinner when I got home.

4. What___were you doing___(you do) at 4 in the afternoon yesterday?

5. The kids__were reading____ (read) books in the library during their lunch hour.

Present Perfect

IV. Chose the correct option for each question.

1. Which sentence uses the present perfect tense?

a) She will bake cookies tomorrow.
b) They had completed the project yesterday.
c) He has finished his homework.

7
2. What does the present perfect tense indicate?
a) An action that will happen in the future.
b) An action that happened at a specific time in the past.
c) An action that occurred at an indefinite time in the past and has relevance to
the present.

3. Choose the correct sentence in the present perfect tense:

a) We have visited that museum before.
b) She had finished reading the book.
c) They are watching a movie tonight.

4. How is the present perfect tense formed?

a) By using "had" with the base form of the verb.
b) By using "has" or "have" with the past participle of the verb.
c) By using "will" with the base form of the verb.

5. Identify the sentence NOT in the present perfect tense:

a) I have just eaten lunch.
b) They have lived in that house for years.
c) She will visit her grandparents next week.

Will vs Going to

V. Read the sentence and choose the correct option.

1. Tom will / going to be 18 next year.

2. I will / am going to send you an SMS in the evening, I promise.

8
3. Don't worry. I'm sure everything will / is going to be ok!

4. Look at the sky! It will / is going to rain.

5. I will / am going to make a pizza. Have we got any cheese in the fridge?

Comparative and Superlative

VI. Read carefully and answer each question.

1. ¿What is the comparative and superlative of the word Tall?

2. ¿What is the comparative and superlative of the word Happy?

3. ¿What is the comparative and superlative of the word Beautiful?

4. Compare Jungkook and Jin from BTS. (Jungkook is 26 and Jin is 30)

5. Compare Tzuyu and Chaeyoung. (Tzuyu on the left and Chaeyoung on the right)

VOCABULARY SECTION

9
 I. Fill in the blanks with the correct vocabulary.

Interesting Younger On Lend Went

Under Fluently Have Closed Throw
Threw Plays Bought Go Left
New Eat Had Younger Nice

1. I _____bought_______ a new car last month.

2. She speaks English _____fluently_______.
3. The cat is _____under_______ the table.
4. We _____go_______ to the beach every summer.
5. I have a _____younger_______ sister.
6. Can you _____lend_______ me your phone, please?
7. My birthday is _____on_______ January 15th.
8. The weather is _____nice_______ today.
9. I _____have_______ a lot of friends in this city.
10. We _____eat_______ lunch at 12:30 every day.
11. The movie was ______interesting______. I enjoyed it a lot.
12. I ______went______ to the store yesterday.
13. She _____plays_______ tennis every Sunday.
14. This is my _____new_______ coat.
15. We ______threw______ a party for her last week.
16. My sister is ______younger______ than me.
17. The museum is _______closed_____ on Mondays.
18. Can you _____throw_______ me your pencil?
19. I ______left______ my keys at home this morning.
20. We _____had_______ dinner at a restaurant yesterday.

READING SECTION

10
 I. Read carefully and answer the questions.

We all know Katniss Everdeen in The Hunger Games, but who is the actress who plays
her, Jennifer Lawrence?
Fast Facts

Name: Jennifer Shrader Lawrence

Place of birth: Kentucky, USA
Date of birth: August 15, 1990
Profession: TV and film actress

Jen's family

Mother: Karen Lawrence

Father: Gary Lawrence
Brothers: Ben and Blaine Lawrence

Did you know?

Jennifer has never had acting classes.

When she was a child Jennifer liked sports and she played hockey and basketball for an
all-boys team. She also worked as a model. At the age of 14 she knew she wanted to
be an actress, so she went to New York City to look for work. She appeared in
advertisements for MTV and the fashion company H&M and got work as an actress on
TV. Her family moved to Los Angeles so that Jennifer could work on TV and in films. In
2010 she acted in the film Winters Bone, and she was nominated for many awards
including an Oscar. In 2012 she starred in the film The Hunger Games as Katniss
Everdeen. When she isn't working, Jen likes painting, surfing, and playing the guitar.

1. What is the name of the actress who acts in The Hunger Games?

11
2. Where was she born?

3. Which sports did she play when she was younger?

4. What profession did she also try?

5. Where did she go to look for work?

6. For which companies advertisements did she appear?

7. In which film did she act in 2010?

8. Name an award where she was nominated.

9. What was the name of the character that she played in The Hunger Games?

10. What are the activities that the actress does while she isn’t working?

LISTENING SECTION

12
 I. You will hear an interview with a woman called Rachel who is talking
about the shows she puts on for children.
For each question, choose the correct answer.

Link audio: https://virtuaule.com/index.php?

option=com_content&view=article&id=628:pet-listening-t3-
p2&catid=155&Itemid=1177&lang=en

1. Before her children were born, Rachel worked as

A) An art teacher
B) A painter
C) An actor

2. After leaving her career, Rachel started working in:

A) Part-time Art teacher
B) Making dolls for her daughters and inventing little plays
C) Babysitting

3. Who first thought of doing a show at a party?

A) Rachel's husband
B) Rachel's children
C) Rachel's parents

4. Rachel's neighbor, Lena, helps by

A) Making some dolls for the shows
B) Performing in the shows
C) Writing the music for the shows

5. Who helps Rachel with the music for her shows?

A) -Her husband
B) -A friend of her
C) -Lena's husband

6. When Rachel did a play about a lion

A) The children laughed too much
B) The children were frightened

13
 C) Became his most famous play

7. What was the parents' reaction after her lion play?

A) They got upset and took their children away
B) They laughed about it
C) They insulted the teacher in front of the whole audience

8. How do Rachel's daughters help her?

A) They show new dolls to their school friends
B) They think of ideas for new stories
C) They give her their opinions on her new plays

9. Who is the target audience for the shows that Rachel presents?
A) Five to nine-years old
B) Three to five-years old
C) Six to eight-years old

10. Rachel thinks her shows are successful because

A) She enjoys doing them so much
B) She does a show daily
C) They are suitable for all ages

WRITING SECTION

I. Carefully read the instructions.

Write a story in which you use the contents seen during the course (past continuous,
present perfect, common unquotable nouns, going to, comparative and superlatives,
who/that). The writing will be graded on coherence, spelling, and correct use of
vocabulary. Writing should be a minimum of 120 words and a maximum of 150 words.

14
 Criteria Excellent Enough Pass Failed Valor

The student The student The student is

The student
uses the uses the given able to use
does not cover
required content only a part of
the content
content correctly but the given
requested in
correctly and lacks variety. vocabulary.
the writing.
in a varied There is a lot
Content way. of repetition
and little
variety in the
vocabulary 30
used.
0.5
30 20 15

The student The student The student The student

follows the does not does not does not
development develop or develop or develop or
of all the given only partially only partially only partially
aspects develops 1 of develops 2 of develops half
Instructions
without the given the given of the given
omitting or aspects. aspects. criteria.
20
adding any.

20 15 10 0.5

Use of the The student The student The student

lenguage The student makes less makes more makes more
makes less than 5 errors than 5 errors than 10 errors
than 3 errors in grammar, in grammar, in grammar,
in grammar, conjugation, conjugation, conjugation,
conjugation, gender and gender and gender and
gender and number number number 30
number agreement agreement agreement
agreement and spelling. and spelling. and spelling.
and spelling.
10
25 15

15
 30

The writing is
The writing is The The redaction
carefully
carefully presentation is incorrect.
presented,
presented, of the writing The
with no lack
with some is correct, but handwriting
of
punctuation the student is difficult to
punctuation.
errors. The does not take understand.
The different
different care of the There are
parts are
parts are punctuation. many
developed in
developed in There is a punctuation
a coherent
Presentation a coherent lack of errors, the
way, with a
and manner coherence in requested
good and
organization although the the content is
pertinent use
use of presentation shown in an
of
connectors is of the incoherent
connectors.
deficient. requested and
content and unconnected
the use of way. The
connectors is student does 20
deficient. not use any
connectors.
20
25 10 0.5
TOTAL 100
Teacher’s comments:

ORAL SECTION

Introduction
This section is presented specifically for children at levels II-III. Through these
questions, young students will have the opportunity to explore and understand the oral
proficiency of using the past continuous in a fun and educational way. Each question
has been carefully formulated so that students can demonstrate their understanding of
the past continuous in everyday and familiar situations. As they respond, they will not
only be showcasing their oral skills but also sharing their own experiences in a creative
and unique manner.
This section not only aims to assess oral knowledge but also to encourage creative
expression and active participation, urging students to immerse themselves in this
challenge and thus enjoy an enriching educational experience.

16
 I. Answer each question in English using the past continuous.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

1. What were you doing at 3 o’clock yesterday?

2. Where were your friends last Saturday?

3. What movie were you watching last night?

4. What were you eating for dinner last Tuesday?

5. How were you feeling when you were on vacation last month?

6. What were you playing with at recess yesterday?

7. Where were you going when you met your friend in the morning?

8. What were you eating during lunchtime at school last Friday?

9. What were your favorite cartoons doing on TV when you got home?

17
 10. How were you feeling when it rained last weekend?

II. Fill in with the correct countable or uncountable noun.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

1. How ____much_______ sugar do you want in your coffee?

2. Do you have _____any______ friends in this city?

3. Can you bring me ___some________ water, please?

4. There are so ___many______ books on the shelf!

5. Would you like ___some______ milk with your cereal?

6. I need _____a______ pencil to finish the drawing.

7. She has ____a lot of _______ free time in the afternoon.

8. How ___many______ chairs should we set up for the meeting?

9. I have ____some______ rice left for dinner.

10. Can you pass me _____one______ of the cookies?

18
 SCALE DESCRIPTION

The student uses enough vocabulary words for his level. He

demonstrates that he can express his ideas, as well as there is
4
cohesion and coherence. The fluency of the student is excellent; he
makes no mistakes.
The student doesn’t use enough vocabulary words for his level, but
he demonstrates that he can express his ideas, as well as there is
3
cohesion and coherence. The fluency of the student is good; he
barely makes a mistake or non.
The student does not use enough vocabulary words for his level. He
does not demonstrate that he can express his ideas, but he tries his
2
best. Also, there is not enough cohesion and coherence. The fluency
of the student is not adequate; he makes some mistakes.
The student does not use enough vocabulary words for his level. He
does not demonstrate that he can express his ideas. There is no
1
cohesion and coherence. The fluency of the student is deficient; he
makes a lot of mistakes.
Teacher’s comments:

Needs
Criteria Outstanding Competent Developing improvement Value

Pronunciatio
n The student The student The student The student has
demonstrates exhibits mostly faces a difficult-to-
clear and clear and pronunciation understand
precise understandabl difficulties, pronunciation,
pronunciation, e making it hard problematic

19
 minimal accent,
and pronunciation, to
accent, and
understandable with some understand,
intonation,
to native minor errors in with frequent
making
speakers. intonation or errors in
comprehension 30
accent. accents and
very challenging.
intonation.
0.5
30 20 15

The student
The student
showcases The student The student faces
has adequate
varied and has limited an extreme
use of a basic
precise use of and repetitive limitation in
range of
vocabulary, vocabulary, vocabulary,
vocabulary,
with struggling to constantly
Vocabulary with some
appropriate express repeating the
minor errors in
terms to complex same words or
word choice. 20
express ideas ideas. phrases.
accurately.

20 10 0.5
15

The student The student

The student The student has
demonstrates experiences
generally extreme difficulty
fluent speech halting
maintains in maintaining 20
with minimal speech,
fluent speech, fluent speech,
pauses, frequent
Fluency although with with long pauses
connecting pauses, and
occasional and incoherence.
ideas difficulty
pauses or brief
coherently. maintaining
interruptions.
coherence.
15 0.5
20 10
Grammar The student The student The student
The student makes minimal has demonstrates
shows precise grammatical frequented multiple
use of errors, using grammar grammar errors,
grammar, with basic errors and extreme difficulty
few or no grammatical encounters in forming 20
errors, structures with difficulty using grammatically
demonstrating some basic correct
complex precision. grammatical sentences.
grammatical structures.

20
 structures.
15
20 10 0.5

VI-V

V-IV
Insufficient or
Presentation of Generally Basic and
irrelevant
complete and complete and often

IV-III
content, without
relevant ideas relevant incomplete
a clear
with content, with content, with

III-II
connection to
Content appropriate some details little
the topic or
details and missing or relevance to

II-I
purpose of the
examples. unclear. the topic. 20
presentation.

0.5
20 15 10
TOTAL 100
Teacher’s comments:

LEVEL CHART

21
 PROFICIENCY UPPER INTERMEDIATE BASIC STARTER
INTERMEDIATE

CONCLUSIONS

Farah Cuellar:
When considering the advantages and disadvantages of face-to-face and virtual exams,
it's clear that both have their merits. Face-to-face exams offer the benefit of a structured
environment and direct, in-person interaction with the teacher, which can be reassuring
for many students. However, they can also be stressful and may not accommodate
those with special circumstances or accessibility issues. On the other hand, virtual
exams provide flexibility and the opportunity for students to take assessments in a
familiar, comfortable setting. They can also reduce commuting and related stress. Yet,
they heavily rely on technology and may lack the personal connection and
accountability of face-to-face assessments. A hybrid approach, combining elements of
both face-to-face and virtual assessments, can offer the best of both worlds. It allows
students to benefit from structured in-person evaluation while also incorporating the
flexibility and accessibility of virtual options. However, the effectiveness of this approach
greatly depends on how the teacher values and implements the evaluation methods.
Ultimately, the choice between face-to-face, virtual, or a hybrid approach should be
made based on what best suits the learning environment and individual preferences.

Jaqueline Reyes:
Face-to-face testing and online testing each have their own set of advantages and
disadvantages. The suitability of one over the other depends on various factors such as
the nature of the assessment, the participants, and logistical considerations. In my case,
as a student and future teacher, I consider that face-to-face exams may be the best
option for basic education students, face-to-face testing allows for direct personal
interaction between the examiner and the examinee, test-takers can seek immediate
clarification on any doubts or questions they may have during the test, and we can
monitor the test-takers in real-time to ensure a secure and controlled testing
environment, minimizing the chances of cheating. However, there are also many
students that being under pressure makes them block and not be able to solve the
exam the way they would have liked to.
Online testing, on the other hand, many of us believe may be the best option, but there
are advantages and disadvantages. With online exams we have the flexibility to take the
exam on our own time, you can take it from anywhere in the world, and some of them

22
can provide your results instantly. However, as disadvantages I consider that
sometimes there can be technical problems, not many people have an electronic
device, and without mentioning that in online exams it is easier to cheat.
In view of this, I think a good option would be to give the students confidence and make
them feel calm, reassuring and give them a reasonable amount of time to finish the
exam, and also, hybrid approaches that combine the strengths of both methods are also
increasingly being explored to address the limitations of each.

Mariana Guerra:
There are multiple reasons why people usually prefer online exams. Among these
reasons, we can find the ability to use technological tools such as Kahoot, Nearpod,
Teams, Google Forms, etc. All these tools are dynamic, which is a really important
factor for many students. Another reason is the flexibility of time that teachers usually
give when they have an online exam. Having an online exam can be a great opportunity
for many people, but for some others, this type of exam is one of the worst options to
evaluate due to the different inconveniences people could encounter during them. An
example is the possibility of having bad internet while doing it. Another important factor
that we need to be aware of is the possibility of cheating, probably one of the most
important reasons why teachers usually don’t choose this option.
Despite having the option of online exams, teachers usually choose face-to-face exams.
Just as online exams have advantages and disadvantages, face-to-face exams also
have them. One of the most important advantages is the direct supervision of a teacher,
which lets them be sure of the final score. These types of exams avoid certain problems
that are usually seen in online exams. One example could be the lack of concentration.
When people take online exams, they tend to have problems concentrating because of
their environment. This situation is uncommon during face-to-face exams.

Diana Salazar:
Online and in-person exams have pros and cons. In-person exams are beneficial
because someone is there to make sure no one cheats, and you can directly ask
teachers if you have questions. On the other hand, Online exams offer the advantage of
flexibility, letting students take assessments from any location, and in some cases allow
you to take them whenever and wherever you want, which is convenient, but may lead
to dishonest practices like using external resources like their books, google or
collaboration between friends. Cheating can hinder genuine learning and have long-
term consequences for students. Besides the good and bad points we talked about, it's
important to know that exams in person give a clear setup for students to concentrate
and it lets students talk to each other and feel connected before the exam, but online
exams need students to be really good at managing themselves and online exams

23
demand a higher level of digital literacy, as students must navigate various platforms
and tools independently, so for some of them that don’t know how to use technology
might be difficult. Also, there might be problems with technology during online exams,
making it not fair for everyone because some students might not have the same quality
of internet or devices.

Debanhi Hernández:
In my opinion, face-to-face exams are the most effective traditional way to plan an
evaluation, since they allow for immediate clarification and personal interaction. If a
doubt appears on the part of the student in the exam, they can immediately consult the
teacher; on the other hand, in a virtual exam you don't have that option and you can
hardly ask for help.
A disadvantage of face-to-face exams is that they can be stressful and may not adapt to
different learning styles, since many students nowadays have concentration problems
and this can take valuable time away from you at the time of the evaluation.
Virtual exams, on the other hand, offer flexibility and accessibility, as they can be taken
from different platforms; however, a disadvantage of this method is that there is the
possibility of technical problems, such as a bad internet connection and the possibility of
cheating. Ultimately, the choice depends on the educational objectives and the need for
adaptability in assessment methods.

Priscila Hermosillo:
There are two evaluation methods that exist in the educational area, which are face-to-
face exams and online exams, both with advantages and disadvantages of which there
are broad opinions from students, teachers and evaluators.
Face-to-face exams bring an irreplaceable element of direct engagement and
immediate feedback. The ability to interact with instructors in real-time facilitates a
deeper understanding of the material. However, this format can be quite rigid and
stressful, especially when it comes to scheduling and dealing with time constraints. On
the other hand , online exams offer an incredible level of convenience. They eliminate
the need for physical presence, allowing students to take assessments from anywhere
with an internet connection. This flexibility in time and location reduces stress
significantly, accommodating various schedules and circumstances. Nevertheless,
online exams aren't without their issues. Technical glitches, potential distractions, and
the ongoing debate about maintaining academic integrity in an unsupervised setting
raise concerns about the reliability of online assessments.
Both formats have their strengths and limitations. Face-to-face exams ensure a
controlled environment and direct supervision, maintaining a high level of security and

24
integrity in the assessment process. Meanwhile, online exams prioritize flexibility and
accessibility, making education more convenient and adaptable. Striking a balance
between these approaches is crucial. Combining the strengths of both methods while
addressing their limitations could lead to a more versatile and inclusive assessment
system.

ANNEXES

Past continuous. (2010, March 18). LearnEnglish.

https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/past-

continuous

Ellis, M. (2022, diciembre 27). Verb tenses explained, with examples. Verb Tenses

Explained, with Examples | Grammarly; Grammarly Blog.

https://www.grammarly.com/blog/verb-tenses/

(S/f-c). Britishcouncil.org. Recuperado el 2 de diciembre de 2023, de

https://learnenglish.britishcouncil.org/

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