· Web viewPara la implementación del proceso evaluativo en el II semestre, las asignaturas del...

MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico

Dirección de Desarrollo CurricularDepartamento de Primero y Segundo Ciclos

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Orientaciones para implementación del proceso evaluativo

de inglés en I y II Ciclos del

segundo semestre

Curso Lectivo 2020



IntroducciónEste documento tiene como propósito ofrecer a los docentes de inglés de I y II ciclos algunos ejemplos que puedan utilizar como guía en la elaboración de las estrategias evaluativas que conforman el Instrumento de Medición Sumativa para el II semestre del curso lectivo 2020.

Estas estrategias evaluativas puedan ser modificadas y adaptadas de acuerdo a los 4 aspectos establecidos en los lineamientos para la elaboración del instrumento de medición sumativa:

• Aprendizajes esperados base seleccionados.

• Escenarios identificados por el centro educativo.

• Características del estudiantado.

• Apoyos educativos implementados.

Para la implementación del proceso evaluativo en el II semestre, las asignaturas del currículo se subdividen en tres grupos, Lengua Extranjera pertenece al primero de ellos. Este grupo realizará una evaluación considera las tres funciones de la evaluación (diagnóstica, formativa y sumativa), para conocer el nivel de logro alcanzado por el estudiantado, en cada una de las competencias lingüísticas, para lo cual utilizará las siguientes fuentes de información:

Guías de Trabajo Autónomo (GTA), las cuáles en este segundo semestre se rigen por las Plantillas de Aprendizaje Base (PAB).

Instrumento de Medición Sumativa

Instrumento de Medición Sumativa consiste:

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Estrategia evaluativa Instrumentos para su valoración

1. Comprensión Oral y Escrita

2. Producciones Oral y Escrita

1. Rúbrica Analítica

2. Escala de desempeño

Lineamientos para la elaboración de la estrategia evaluativa en inglés en I y II Ciclos

Es importante recordar que el instrumento de medición sumativa no es una prueba en el sentido tradicional. Es más bien una estrategia evaluativa de diseño flexible que responde a la mediación pedagógica desarrollada en la GTA, de acuerdo a los diferentes escenarios en los que se encuentra el estudiantado.

El proceso evaluativo del II semestre requiere que los docentes realicen lo siguiente:

• Plantear una única estrategia evaluativa al finalizar el semestre.

• Describir los procedimientos

• Elaborar instrumento de medición.

• Emplear el vocabulario específico

A continuación se sugieren actividades y tareas que pueden ser desarrolladas en las GTA orientadas a los diferentes escenarios y competencias. Recuerde que todas las estrategias evaluativas diseñadas para la resolución de tareas lingüísticas de producción oral y escrita deben ir acompañadas de una escala de desempeño o rúbrica analítica para su valoración.

Escenario1 y 2

Las competencias:Comprensión oral y escrita: (actividades de Selección,

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Dirección de Desarrollo CurricularDepartamento de Primero y Segundo Ciclos identificación, respuesta breve). Producción oral y escrita: tareas lingüísticas de producción (video, audios, pequeñas descripciones, textos, mensajes).

Escenario3 y 4

Las competencias: Comprensión escrita: (actividades de Selección, identificación, respuesta breve) en la competencia de lectura y escritura )Producción escrita: actividades de completar y tareas lingüísticas de producción escrita tales como elaboración de (oraciones descriptivas, notas, mensajes cortos, pequeñas descripciones, párrafos cortos) dependiendo de la complejidad de los aprendizajes esperados y de los indicadores que la persona estudiante haya desarrollado en las GTA.

Notas:

Todos los indicadores de las PAB se deben evaluar en las GTA, pero no todos los indicadores se deben medir en el instrumento de medición sumativa. Se ha determinado un porcentaje específico para las GTA de un 55% y otro porcentaje para el Instrumento de Medición Sumativa de un 45%.

Se recuerda que esta estrategia es un ejemplo de actividades que debe contener la estrategia evaluativa. Este ejemplo no representa la totalidad de dicha estrategia.Los criterios deben ser ajustados acorde a lo que se ha desarrollado en las Guías de Trabajo Autónomo siempre y cuando permitan la medición de los aprendizajes. El tipo de instrumento (rúbrica analítica o escala de desempeño) que se escoja para la valoración de la estrategia evaluativa y el logro de los aprendizajes de cada uno de los indicadores dependen del nivel complejidad del indicador y los procesos requeridos para la resolución de las actividades.

Todas las instrucciones de las actividades de la estrategia evaluativa deben venir en inglés y español.

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Es necesario realizar la traducción de las rúbricas al español y en un lenguaje comprensible para el estudiantado y las personas encargadas legales.

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Instrumento de Medición Sumativa Inglés I Ciclo

Dirección Regional de Educación:

Centro Educativo:

Asignatura: Inglés

Total puntos

Estudiante: Nivel: 3rd Calificación

Docente: Sección: %

Fecha de entrega:

Fecha de devolución:

Estrategia Evaluativa


2. Producción Oral y Escrita

Aprendizajes base (Assessment strategies) Indicators of Learning Activity

R.1. Recognizes specific information in short text messages including short greetings.

R.1.1 Recognizes specific information about community places in short text messages including short greetings “be careful,” “excuse me.” by highlighting to match with the picture.

Multiple Choice

R.2. Shows understanding of texts read by sequencing pictures correctly.

R.2.1 Shows understanding of texts read about community places by sequencing pictures correctly.

Identification

R.PA.3. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.

R.PA.3. Blends English graphemes and phonemes –it and -ill word family to create new words. Short Answer

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W.2. Answers simple questions using individual words, expressions, or short sentences.

W.2.1 Answers simple questions like where is the library? using individual words, expressions, or short sentences and supported by a picture.

Short answer

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Estrategia Evaluativa I Ciclo

(Reading). Written Comprehension. Read the story City places. Lea la historia Lugares de la Ciudad.

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There are many places in the city. Let’s find out what some of them are.What is this place? It is a park. People come here to have fun.What is this place? It is a store. People come here to shop.What is this place? It is a zoo. People come here to see animals.What is this place? It is a skyscraper. Office workers come here to work.What is this place? It is a stadium. Players come here to play ball.What is this place? It is a parking garage. People come here to park their cars.People do many different things in many places in the city. What do you do in the city?Taken from https://www.youtube.com/watch?v=K6qfTmOVj0w

https://www.youtube.com/watch?v=K6qfTmOVj0w



Activity 1 Written Comprehension (Multiple choice) According to the reading, read the sentence. Write an (x) on the letter with the word that matches the picture and completes the sentence.

De acuerdo a la lectura, lee la oración. Escriba una (x) en la letra con la palabra que coincide con la imagen y complete la oración.

1. This place is a a. zoo.b. park.c. store.

2. This place is a a. park.b. store.c. zoo.

3. This place is a a. zoo.b. parking garage.c. store.

4. This place is a a. zoo.b. parking.c. stadium.

5. This place is a a. zoo.b. park.c. store.

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Activity 2 (Reading Comprehension). Identification According to the reading City Places, sequence the pictures to point the beginning, middle and end of the story. Write in the corresponding box number 1 in the picture that corresponds to the beginning of the story, number 2 in the picture that corresponds to the middle and number 3 for the end.De acuerdo con la lectura Lugares en la Ciudad, secuencia las imágenes para señalar el principio, el medio y el final de la historia. Escribe en el recuadro correspondiente el número 1 en la imagen que corresponde al inicio de la historia, el número 2 en la imagen que corresponde al medio y el número 3 para el final.

1. Beginning

2. Middle

3. End

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Activity 3 Written Comprehension (Reading PA) Short answerLook and read some sounds and letters then practice blends with -it word family. Create new words by blending the following sounds and letters.Observo y leo algunos sonidos y letras, luego practique combinaciones con la familia de palabras -it. Creo nuevas palabras combinando los siguientes sonidos y letras.

_____ it _____ it

_____ it _____ it

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k b sh



Circle in the following sentences all the words that belong to -it word family. Encierre en un círculo todas las palabras que pertenecen a la familia de palabras -it en las siguientes oraciones.

1. Please sit down.

2. Please don´t hit me.

3. This is my grandpa tool kit.

4. These shoes don´t fit me.

5. Who bit the red apple?

Activity 4 (Written Production) Short Answer

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Read the following text and answer the questions below. Lea el siguiente texto y responda las preguntas de abajo. This is a map of my community. First, the police station is between the school and the fire station. Then, turn left, the library is next to the grocery store. Go straight, the hospital is across from the post office. Next, turn right, the gas station is behind the bank. Walk down, the fire station is in front of the bank.

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1. Where is the Library?

______________________________________

2. Where is the hospital?

______________________________________

3. Where is the bank?

______________________________________

4. Where is the police station?

______________________________________

Performance Scale (Escala de Desempeño)Scale

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Indicators of Learning

Pts.

01 pt.

2 pts. 3 pts.

R.1.1 Recognizes specific information about community places in short text messages.

2 No answer.

Recognizes partially specific information about community places in short text messages supported with pictures.

Recognizes all specific information about community places in short text messages supported with pictures.

R.2.1 Shows understanding of texts read by sequencing pictures about community places correctly.

3 No answer.

Shows understanding of texts by sequencing correctly only the picture of the beginning of the reading about community places.

Shows understanding of texts by sequencing correctly the pictures of the beginning and middle of the reading about community places.

Shows understanding of texts by sequencing correctly the pictures of the beginning, middle and end of the reading about community places.

R.PA.3.1.1 Blends English phonemes and graphemes with –it word family to create new words.

3 No answer.

Blends few phonemes and graphemes with –it word family to create new words.

Blends all English graphemes and phonemes with –it word family to create new words.

W.2.1 Answers simple 3 No Responds Responds Answers

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questions like where is the library? using individual words, expressions, or short sentences and supported by a picture.

answer. some of the questions correctly about location of places using individual words, expressions, or short sentences.

most of the questions correctly about location of places using individual words, expressions, or short sentences.

all simple questions correctly about location of places using individual words, expressions, or short sentences.

Nota: Es importante indicar que cuando en una escala se utilizan adjetivos y adverbios tales como: todos, algunos, parcialmente, frecuentemente, muchos entre otros, el docente debe tener claridad de lo que implica estos términos en lo referente de la valoración de los aprendizajes del estudiante.

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Instrumento de Medición Sumativa II Ciclo

Dirección Regional de Educación:

Centro Educativo:

Asignatura: Inglés

Total puntos

Estudiante: Nivel: 4th Calificación

Docente: Sección: %

Fecha de entrega:

Fecha de devolución:

Estrategia Evaluativa


2. Producción Oral y Escrita

Aprendizajes base (Assessment strategies) Indicators of Learning Activity

1. R.1. Recognizes and enjoys different types of texts.

R.1.2. recognizes short descriptions or conversations about diseases, symptoms and types of treatments in different types of texts.

Multiple Choice

2. R.2. Recognizes much of what is written in short simple texts by identifying main points.

R.2.2.transfers information read into a graphic organizer or conceptual map based on instructions.

Short Answer

3. W.1. Prepares simple reminders or notes for personal use.

W.1. writes a short note/ reminder about a medicine to be taken or doctor´s appointment

Written Production Task

4. SP.1. Presents with a group, topic sentence and two to three details related to being healthy.

SP.1.1.participates in an oral/written presentation related to providing advice to someone who is sick about how to get healthier.

Oral Production Task

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Estrategia Evaluativa II Ciclo

Activity 1 (Reading). Multiple Choice

Read the following passage and write an “X” on the letter next to the option that answers each question correctly. Lea el siguiente texto y escribe una “X” sobre la letra de la opción que responda correctamente la pregunta.

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What is COVID-19?

Coronavirus disease 2019 (COVID-19) – ‘CO’ stands for corona, ‘VI’ for virus, and ‘D’ for disease – is a disease caused by a new strain of coronavirus first identified in Wuhan, China.

What are the symptoms?

Many COVID-19 symptoms are similar to those of the flu, the common cold and other conditions, so a test is required to confirm if someone has COVID-19.

The most common symptoms are fever, cough, and tiredness. Other symptoms can include shortness of breath, chest pain or pressure, muscle or body aches, headache, loss of taste or smell, confusion, sore throat, congestion or runny nose, diarrhea, nausea and vomiting, abdominal pain, and skin rashes. Symptoms may appear 2 to 14 days after exposure to the virus and can range from very mild to severe illness. Some people who have been infected don’t have any symptoms.

Symptoms requiring urgent medical attention include difficulty breathing/fast or shallow breathing (also grunting, inability to breastfeed in infants), blue lips or face, chest pain or pressure, confusion, inability to awaken/not interacting, inability to drink or keep down any liquids, severe stomach pain.

Text adapted from: https://www.unicef.org/stories/novel-coronavirus-outbreak-what-parents-should-know

https://www.unicef.org/stories/novel-coronavirus-outbreak-what-parents-should-know




1. COVID-19 is a _____________ disease.

a. ( ) Flu.b. ( ) Coronavirus.c. ( ) Bacteria.

2. The most common symptoms of COVID-19 are:

a. ( ) loss of taste and smell.b. ( ) skin rash and chest pain.c. ( ) fever and cough.

3. Symptoms may appear

a. ( ) 5 to 14 days after exposure to the virus. b. ( ) 2 to 14 days after exposure to the virus.c. ( ) 9 to 14 days after exposure to the virus.

4. Symptoms requiring urgent medical attention are:

a. ( ) loss of taste and smell.b. ( ) skin rash and chest pain.c. ( ) chest pain or pressure.

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Activity 2 (Reading) Short Answer

Read the following passage about how to coronavirus spreads and enters the human body. Lea el texto sobre cómo se transmite y entra al cuerpo humano el coronavirus.

Complete the graphic organizers based on the information in the text above.

Complete los organizadores gráficos con información en el texto de arriba.

1. Coronavirus spreads from person to person through three main forms:

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1._____ 2._____ 3.______

How does the COVID-19 virus spread?

The virus spreads mainly from an infected person (generated through coughing, sneezing, talking, singing) get into the mouth, nose or eyes of people who are nearby. People may also become infected by touching their mouth, nose or eyes after touching surfaces contaminated with the virus.






2.

Activity 3 (Reading) Short answer

Read the following passage about how to protect from it.

Lea el texto a continuación sobre cómo protegerse del coronavirus.

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Coronavirus enters into the human body by...

1.____

3.____2.____

How can I protect myself and others from COVID-19?Here are some precautions you and your family can take to help avoid infection:

Wash your hands frequently using soap and water. Use alcohol-based hand rub. Cover mouth and nose when coughing or sneezing. Keep at least 2 meter distance between yourself and others. Regularly clean and disinfect phones. Avoid crowded places with poor ventilation. Wear fabric masks when in public places.






Complete the graphic organizer based on the information in the text above. Complete el organizador gráfico con base en la información en el texto de arriba.

3. Three forms to protect from COVID 19 are the following:

Activity 4 (written Production Task)

Task: Your grandmother is sick. She has the flu. She needs to take Panadol every 8 hours. Write a short reminding with 3 steps for her to take the medicine at 2:00 pm; use correct punctuation and capitalization. Use the following steps to write the note:

1. Say her name.2. Remind her to take two tablets of Panadol at 2:00 p.m. 3. Write your name.

Tarea: Tu abuela está enferma. Ella tiene gripe. Necesita tomar Panadol cada 8 horas. Escriba un recordatorio breve con 3 pasos para que tome el medicamento a las 2:00 pm; utilice la puntuación y las mayúsculas correctas. Utilice los siguientes pasos para escribir la nota:

1. Diga su nombre.2. Recuérdele que debe tomar dos tabletas de Panadol a las 2:00 p.m.3. Escriba su nombre.

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Wash_________ Wear_________

Clean__________



Activity 5 (Oral/written Production Task)

Scenarios 3 and 4: This linguistic task could be transformed into written production instead of oral production. In this case, the rubric also needs modifications.

Task: Your friend is sick with COVID 19. Give him/her 3 advices to get heathier. As you organize your talk follow these steps:

1. Say hello to you friend.2. Tell him/her you want to give him/her three advices to improve his/her health.3. Use the form, you should for giving advice.4. Wish him/her better health and say good-bye.

Tarea: Tu amigo está enfermo de COVID 19. Dale 3 consejos para que se recupere. Mientras organiza su conversacion, siga estos pasos:

1. Saluda a tu amigo.2. Dígale que quiere darle tres consejos para mejorar su salud.3. Utilice el formulario que debe utilizar para dar consejos.4. Deséale mejor salud y dile adiós.

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1.

2.

3.



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1.

2.

3.



Analytic Rubric

Indicators of Learning

Scale

No Respond

No Achieved

In Progress Achieved

0 1 pts. 2 pts. 3 pts.

R.1.2. recognizes short descriptions or conversations about diseases and symptoms in different types of texts.

No answer. Recognizes only key vocabulary about what coronavirus disease is in a text.

Recognizes key vocabulary about coronavirus disease and some of its symptoms in a text.

Recognizes key vocabulary about coronavirus disease and all of its symptoms in a text.

R.2.2.transfers information read into graphic organizers based on instructions.

No answer. Transfers one main idea

correctly about information read into graphic

organizers based on

instructions.

Transfers two main ideas correctly about information read into graphic organizers based on instructions.

Transfers three main ideas correctly about information read into graphic organizers based on instructions.

W.1. writes a short note/ reminder about a medicine to be taken.

No answer. Writes isolated words.

Writes sentences without clear meaning.

Writes complete sentences according to the specifications of the tasks.

W.1.2.1 Uses appropriate punctuation.

No answer. Uses appropriate punctuation at least in one of the sentences.

Uses appropriate punctuation at least in two of the sentences.

Uses appropriate punctuation at the end of all the sentences.

W.1.2.2 Uses appropriate capitalization.

No answer. Uses appropriate capitalization only with

Uses appropriate capitalization with most of the proper names and at the

Uses appropriate capitalization with all proper names and at the beginning of all

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proper names. beginning of most of the sentences.

sentences.

SP.1.1.presents an oral presentation related to providing advice to someone who is sick about how to get healthier.

No answer. The information presented only includes words and isolated phrases without complete meaning.

The information presented includes complete sentences, but misses one or two elements required in the task.

The information presented includes complete sentences and includes all the requirements of the task.

SP.1.1.2 communicates the message with fluency according to the task.

No answer. Communicates the message with isolated words without fluency and omits aspects of the task.

Communicates the message with many pauses and only includes two aspects of the task.

Communicates the message with complete meanings, fluently and includes all aspects of the task.

SP.1.1.3 Communicates the message using the sentence frame, “you should” when giving advice.

No answer. Communicates the message using other sentence frame when giving advice in English.

Communicates the message using the sentence frame, “you should” to give advice with some errors.

Communicates the message using the sentence frame, “you should” to give advice correctly.

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Elaborado por:Ana Isabel Campos Centeno

Yaudy Ramírez Vásquez Asesoras Nacionales de Inglés

Colaboración Livia Gamboa Cordero

Asesora Regional de Inglés Dirección Regional de San Carlos

Ivannia Mora Guillen Jockling Barrantes Benavidez

Julio Leiva MéndezAsesoras Nacionales de Evaluación

Departamento de Evaluación de los Aprendizajes

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