BY Med.

ROXANA DE

TOOLS TO EVALUATE TRIGUEROS

Didactics of the

AND ASSESS STUDENTS English Language

Teacher at the
University of El

LEARNING PROCESS Salvador, Western

University Campus
October 15, 2016

It is important to know the difference between testing, assessment and

evaluation. For this, we need to know their definition and the
difference between them

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 TOOLS TO EVALUATE AND ASSESS STUDENTS LEARNING PROCESS

By Med. ROXANA DE TRIGUEROS

Didactics of the English Language Teacher at the University of El Salvador, Western
University Campus
October 15, 2016

Testing, assessment, and evaluation

It is important to know the difference between testing, assessment and evaluation.

For this, we need to know their definition and difference between them. So, testing,
assessment, and evaluation are used to measure in a quantitative and to observe in a
qualitative form students mastering of any topic developed in their learning process.
Nevertheless, what is the difference between them? Well for the purpose of this
document, testing will be a tool (a test or a quiz) administered to examine students
knowledge and competences of any topic or topics developed. It can be a theoretical
test or a practical one. Through the tests, teachers can evaluate and so make judgments
of students knowledge, comprehension, abilities and competences they have of the
studied matters. That means that a test or quiz can be used to evaluate or to assess
knowledge or competence. Then again, to evaluate is to diagnose, judge and interpret
data of the learning process. However, according to ITS(2014), assessment is the
process of documenting knowledge, skills, attitudes and beliefs, usually in measurable
terms. The goal of assessment is to make improvements, as opposed to simply being
judged. In an educational context, assessment is the process of describing, collecting,
recording, scoring, and interpreting information about learning to improve the teaching-
learning process. So, in this document when referring to evaluation will be the process
of administering a tool to know certain results to help the process of assessment and to
see if the teaching-learning objectives are being achieved to make a practical decision
for students progress in their teaching-learning evolution.

TOOLS USED IN EVALUATION OR ASSESSMENT

The type of evaluation used in class depends on the time and moment you will use
it. According to this, it can be a diagnostic, formative or additive type. These types of
evaluations are necessary since they mark the baseline. It gives you the exact
information of change (before the intervention and after the intervention or development
of a class).

Diagnostic evaluation assessment

A diagnostic evaluation is used to explore and establish the level of preparation

students have and their goals. This can be done at the beginning of the school year or

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cycle or when you are about to begin a unit or content. This helps you plan the teaching-
learning process.

An initial diagnostic evaluation is done at the beginning of a year, cycle, or course

of a teaching-learning process. It helps teachers get information about general
knowledge the students may have. However, a Target Diagnostic Evaluation is carried
out at different moments after beginning a cycle of teaching-learning activities with the
students. Both of these type of evaluations are not graded. It does not necessary imply
the use of a written test. It can be a well plan activity. This could be done in groups or
individually. This depends if you want a global or a particular point of view of your
students. Some of the tools used here are grading tools, check lists, standardized tests
and non-standardized tests, criteria and anecdotic files, written exams, brain storming,
question and answers, observations of the process, testing and so on. You might ask:
What do I know about the topic? What do I want to learn about the topic? What did I
learn from the topic?

DIDACTICS OF THE ENGLISH LANGUAGE I KNOWLEDGE DIAGNOSTIC TOOL

Directions: Answer the following questions individually. You may write your answers
in a recycled letter size bond paper. After answering the questions you will pass to
the front to read your answers and turn in the page to your teacher.

What is this subject about?

What do I want to learn?

What did I learn?

Formative evaluation assessment

This type of assessment is mainly used to improve and adjust students learning
process. It is used to evaluate processes and products. The results focus on students

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own improvement. It is also called continuum evaluation (Fundacion Instituto del Ciencias
del Hombre, n.d.) and it permits to know the advances and difficulties that the students
may be facing for the teacher and students to stop and reflex about the learning process.

Additive evaluation assessment

According to the Peruvian University Cayetano Herrera (2011) this type of

evaluation permits to know students competences after a period of a learning process.
With this type of evaluation, teachers can determine the level of understanding the
students might have to approve or fail a subject.

Example of additive evaluation assessment:

UNIVERSIDAD DE EL SALVADOR
WESTERN MULTIDISCIPLINARY CAMPUS
ENGLISH LANGUAGE DEPARTMENT

SECOND COMPARATIVE GRAMMAR ENGLISH-SPANISH TEST (20%)

NAME:______________________________________________________

SIGNATURE:______________________________ GRADE:____________

PART I: ANSWER THE FOLLOWING 2 QUESTIONS.

1- WHAT IS A VERBAL?

2- WHAT IS A VERBAL PHRASE?

PART II: UNDERLINE THE VERBALS OR VERBAL PHRASES THAT YOU FIND IN THE
FOLLOWING SENTENCES AND STATE THEIR KIND AND THEIR FUNCTION.

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EXAMPLES:

A) JOGGING IS MY FAVORITE SPORT ---------- GERUND. NOUN (SUBJECT)

B) SKIING DOWN THE CITY, I FELL AND BROKE MY LEG ------ PARTICIPIAL
PHRASE: ADJECTIVE

1. The thief arrested for the robbery shot at the security guard.

2. The flag waving in the wind is inspirational.

3. They are sure the extra planning will make a difference in the end.

4. Jamals confusing message did nothing to solve the mistery.

5. Godzilla made a game of smashing all of the red cars parked near the
lake.

6. The politicians broken promises were all that the voters remembered.

7. Delighted with the opportunity to learn, Christine took the internship in

New York.

8. While playing the tuba, Orin felt as if his world was perfect.

9. The show offers everyone a chance to be a multimillionaire.

10. Samuel decided that missing the lecture every day was hurting his
grade.

11. The kittens crouching under the bed have refused to come out.

12. The swimmer, driven by the need to be the best in the world, made
himself sick with anxiety.

13. My friend was surprised by the lightning in the theather.

14. Brenda was surprised with the teams decision to withdraw.

15. Completing the obstacle course is harder than it looks.

16. Billy refused to accept the idea that his birthday cake was gone.

17. The marathon runner; pushed to the edge of endurance, collapsed at

the finish line.

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 18. Freds arguing every call is getting frustrating

19. Al hopes that giving the players a break will improve their attitudes.

20. The completed meal was so beautiful that we hesitated to eat it.

PART III: FIND THE DIRECT AND INDIRECT OBJECT IN THE FOLLOWING
SENTENCES IN ENGLISH AND IN SPANISH. (WRITE D.O,I.O FOR ENGLISH AND
O.D,O.I. FOR SPANISH)

1. Te lo dije anoche.

2. Lo encontr alla.

3. Un amigo te facilitara el pago de las deudas.

4. Le prometieron ayuda.

5. Las encontramos en el rio.

6. He fears you.

7. They went home

8. It hurts them.

9. Anselmo les present sus condolencias.

10. Felipe no les prest atencin.

Source: UES (2014)

Normative evaluation assessment

This evaluation measures all the students abilities and competences in the
development of a topic as a reference to grading learning. The arithmetic average is used
as a criteria o reference to evaluate learning. It may be higher or lower depending on
students competences. Here the teacher explains the protocol and norms that the exam
will have. The teacher explain the criteria and grading criteria to be taken into account.
As a teacher remember that assessment helps to know what students have learned and
to know how comprehensible your classes have been.

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Example of a normative evaluation:

UNIVERSITY OF EL SALVADOR
WESTERN MULTIDISCIPLINARY CAMPUS
FOREIGN LANGUAGE DEPARTMENT
INTENSIVE INTERMEDIATE ENGLISH I-2016
READING AND LISTENING COMPREHENSION TEST AFTERNOON GROUPS (10%)

Students name: ___________________________________________________ Grade: ________

Objective: To tests the students ability to listen and read for low-intermediate
interpersonal, instructional and academic purposes.

PART I

READING COMPREHENSION SECTION (20 MINUTES- including the directions)

(20 points)
READING-COMPREHENSION SECTION

DIRECTIONS: ANSWER THE STATEMENTS BELOW ACCORDING TO THE

READING. IN THIS PART OF THE TEST YOU WILL READ A PASSAGE. THE
READING COMPREHENSION PART IS DIVIDED IN TWO PARTS: 10 TRUE AND
FALSE STATEMENTS ON MAIN IDEAS AND 10 QUESTIONS FOR YOU TO GIVE
FULL ANSWERS. ANSWER ALL THE QUESTIONS ABOUT THE INFORMATION IN
THE PASSAGE ON THE BASIS OF WHAT IS STATED OR WHAT COULD BE IMPLIED
IN THE PASSAGE. USE BLUE OR BLACK INK.

Part I. Directions: Read each sentence. Circle T for True or F for False accordingly. (10 points)
1. Everyone enjoys travelling. T/F
2. Everyone can travel. T/F
3. Riding a bike is better for long distances. T/F
4. The passage mentions traveling long distances is more expensive. T/F
5. Traveling by plane requires some special things. T/F
6. You have to be careful with rush hour if you travel by plane. T/F
7. Traveling by train suits better for long distances, no matter where youre going. T/F
8. Traveling by train is the best option as they dont make stops. T/F
9. Some people prefer going on a cruise for vacation. T/F
10.All means of transportation damage the environment. T/F

Part B. Answer the following questions correctly. Give long answers. (10 points)
1. According to the passage, what will happen to some people when they travel?
_________________________________________________________________________________
2. According to the passage, on what depends that traveling be affordable or costly?
________________________________________________________________________________

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 3. According to the passage, whats the drawback of riding a bike?
________________________________________________________________________________
4. What is faster than a bike according to the passage?
________________________________________________________________________________
5. According to the passage, what happens if you want to travel long distances?
_____________________________________________________________________________________

6. According to the passage, whats the preparation to consider before traveling by plane?
_____________________________________________________________________________________

7. What is a train good for?

_____________________________________________________________________________________

8. Which means of transportation are used to travel by sea?

____________________________________________________________________________________

9. Is a ferry the same in all countries?

_____________________________________________________________________________________

10. Why do people decide not to use any transport at all?

_____________________________________________________________________________________

PART II

LISTENING COMPREHENSION SECTION

Directions: Listen to the audio. Follow directions, and you will answer the items in each
part along the way. Please write all your answers with blue or black ink and avoid using
liquid paper; if you write them in pencil, no complaints are allowed. If there are mends, the
answers will be taken as wrong. You have 20 minutes to develop this test section. (20
POINTS)

A. Listen to the audio and order the sentences in the correct order of appearance. (10 POINTS)
____ We can learn from both optimists and pessimists.

____ A pessimist may give up.

____ It is important to see the beauty, and goodness as well.

____ Pessimists tend to expect the worst.

____ An optimist will look on the bright side.

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____ It is essential to living peacefully and happily.

____ The difference between optimists and pessimists isnt a difference in life experiences.

____ These different reactions are due to how people interpret events.

____ An optimist feels confident that life will get better.

_____ Achieving a balance on being realistic and hopeful isnt always easy.

B. According to what you hear, circle the correct answer. (10 POINTS)
1. The difference between optimists and pessimists is in how people __________ to problems.

a. perceive b. respond c. perceive and respond

2. An optimist who is going through ________ feels confident.

a. a hard time b. spare time c. great time

3. A pessimist is _______ and believes life will always be difficult.

a. more cycling b. more cynical c. more critical

4. An optimist may ___________ instead of seeing a problem.

a. see a trouble b. see a solution c. give up

5. A healthy dose of optimism can be _______________.

a. uplifting and hopeful b. addicting and hopeful c. uplifting and boatful

6. A healthy dose of pessimism can be ______________.

a. logistic and wise b. realistic and wise c. majestic and wise

7. Achieving a balance of being realistic and hopeful __________________.

a. is always easy b. is easy c. isnt always easy

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8. According to the article, ___________________ need help being optimistic.

a. most of us b. lots of us c. a lot of us

9. The woman says that it is important to recognize what _________________ in our lives.

a. is necessary b. is unjust and unfair c. isnt just and fair

10. It is important to see the beauty, ________________, and goodness as well.

a. love, curiosity b. love, religiosity c. love, generosity

Source: UES (2016)

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 UNIVERSITY OF EL SALVADOR
WESTERN MULTIDISCIPLINARY CAMPUS
FOREIGN LANGUAGE DEPARTMENT
INTENSIVE INTERMEDIATE ENGLISH I-2016
READING AND LISTENING COMPREHENSION TEST AFTERNOON GROUPS
(10%)

DIRECTIONS: YOU HAVE 10 MINUTES TO READ THE GIVEN TEXT COMPLETELY.

THEN, THE TEACHER WILL TAKE IT AWAY AND YOU WILL BE GIVEN A SET OF
QUESTIONS TO ANSWER.

TRAVEL

Travel is something which people do every day. It is very difficult to avoid the need to travel. It may
be a trip to school, university or to work. Travelling can often take a long time, especially when great
distances need to be covered. People often enjoy travelling abroad for holidays. But for some people
travelling is not fun at all. Some people suffer from travel sickness. This means that they will become
very unwell each time they travel.
Travelling can be either affordable or costly. It often depends on how far you want to travel and the
choice of transport. Using a bicycle will not cost anything as you power it by using your legs.
However, the use of a bicycle can be hard work and can take a lot of time to travel long distances.
Cars and motorcycles are faster modes of transport but are more expensive to use as gasoline is
needed for them to work. It can usually be assumed that the longer you wish to travel, the more
expensive and time consuming it will be.
The use of a plane is necessary for people who want to travel very long distances. A pilot will fly a
plane from an airport for many thousands of miles to take people to places far away. Although traffic
is rarely a problem for airplanes, it can take a lot of preparation to travel by plane. People often
need to arrive at the airport three hours prior to departure.
A train is another mode of transport which is ideal for travelling long distances within the same
country, or between countries which are connected by land. A train driver will stop at train stations
on route to allow passengers wishing to proceed to the scheduled destination to board the train.
A number of destinations can be travelled to by using the sea. People often depart from a harbor in
a ferry which is driven by a captain. If the journey is a long distance, people may choose to sleep on
the ferry while they wait to arrive at their destination. Ferries form a part of the public transport
systems of many waterside cities and islands, allowing direct transit between points at a capital
cost much lower than bridges or tunnels. However, ship connections of much larger distances (such
as over long distances in water bodies like the Mediterranean Sea) may also be called ferry services,
especially if they carry vehicles. Hence, a passenger ferry with many stops, such as in Venice, Italy,
is sometimes called a water bus or water taxi. Some people choose also to go on a cruise for their
holiday, which would involve stopping at many different city ports for a short amount of time.
People who need to travel short distances may choose not to use any transport at all. People often
rely on their legs to take them to places nearby. This is often encouraged as certain modes of
transport have been said to produce harmful emissions and damage the environment.

UNIVERSITY OF EL SALVADOR
WESTERN MULTIDISCIPLINARY CAMPUS
FOREIGN LANGUAGE DEPARTMENT
INTENSIVE INTERMEDIATE ENGLISH I-2016
READING AND LISTENING COMPREHENSION TEST AFTERNOON GROUPS (10%)

LISTENING COMPREHENSION TEST DIRECTIONS

5 minutes. The teacher in charge distributes the examination papers to the students and
asks them to write their full name, starting with their last names, and date on the front cover.

THE TEACHER TELLS THE STUDENTS TO FOLLOW THE INSTRUCTIONS ON THE

FRONT PAGE OF THE EXAMINATION PAPER (STUDENTS COPY) AS S/HE READS.
THE PROCEDURE TO ADMINISTER THIS COMPRENHESION TEST IS DIVIDED IN THE
STEPS BELOW. ALL IAEI TEACHERS WILL FOLLOW THE TEST ADMINISTRATION
PROCEDURE. PLEASE, REMEMBER THE USE OF PENCIL OR WHITEOUTS WILL
ELIMINATE THE POSSIBILTY OF ANY COMPLAINTS.

1. (2:12 minutes)
Listen carefully as you read the test. .The teacher plays the audio track for the first time.
Do not answer the questions or write anything while you are listening.

2. (4 Minutes)
Look at the examination paper and look at the questions.
Read the items to yourself once.

3. (2:12 minutes)
Turn the examination paper and listen carefully.
You will listen as the teacher plays the audio track for the second time.
Do not write anything while you are listening.

4. (15 minutes)
You have 15 minutes to order the sentences in chronological order of appearance by
writing the number from 1 to 10 next to each statement

5. ( 2:12 minutes)
You will listen and the teacher plays the audio track for the third time.
You may complete any unanswered questions as you listen

6. ( 5 minutes)

You have now 5 minutes to check your answers, and complete any unanswered questions.
NOTE: PLEASE, TAKE INTO ACCOUNT THE TIME GIVEN TO EVERY SECTION IF
THIS TEST. THE WHOLE TEST IS TOUGHT TO BE DONE IN 35 MINUTES.
Source: UES (2016)
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Source: modified from PRAEM (MINED 2012)

Criteria based evaluation assessment

It involves to use scoring guides called rubrics to measure students learning.

Teachers have to divide the standardized learning objectives into smaller units. It is
presented to the students before any evaluated assignment (itslearning, 2015).

Example of an evaluation instrument based on a criteria used in the subject Didactic

of the English Language III:

UNIVERSITY OF EL SALVADOR
WESTERN MULTIDISCIPLINARY CAMPUS
ENGLISH LANGUAGE DEPARTMENT
DIDACTIC OF THE ENGLISH LANGUAGE III-2016

CRITERIA TO EVALUATE STUDENTS PERFORMANCE

GENERAL OBJECTIVE: To evaluate students performance.

Students name: _____________________ Date: _____________
Overall grade: ______________________ Topic: _____________

CRITERIA 1 2 3 4 5 6 7 8 9 10
1 Organization and flow of
activities in the classroom.
2 Explanation of class material

3 Sequence, Logic, and

smoothness of lessons
4 Pace of lesson
5 Clarity and conciseness of
directions
6 Ability to cope with
unanticipated situations

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 7 Use of example, props, and
illustration
8 Clarity, tone, and audibility of
voice
9 Pronunciation
10 Fluency
11 Use of language
12 Ability to control and direct the
class
13 Awareness of individual and
group needs
14 Reinforcement of class
materials
15 Creativity and initiative
16 Compliance with instructors
suggestions
TOTAL

Further information:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Source: Modified from UES (2016)

EVALUATION ASSESSMENT ACCORDING TO THE SEQUENCE OF THE

LEARNING PROCESS

According to the different momentums where the learning process may take
place, evaluation may be initial, procedural and final. Each activity carried out in
class may be graded; however, the final exam will have the highest percentage of
all.

Initial evaluation assessment

This type of evaluation is done at the beginning of a course and it consists in

a diagnose carried out at the beginning of the course to observe how students start
a subject matter. It helps in any change that you might consider necessary at the
beginning of a course to decide upon the established objectives. It is also useful to
evaluate the final results of any educational matter.
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 Example of a diagnose written test:
UNIVERSITY OF EL SALVADOR
FACULTAD MULTIDISCIPLINARIA DE OCCIDENTE
ENGLISH LANGUAGE DEPARTMENT
INTENSIVE BASIC ENGLISH-2016

DIAGNOST WRITTEN TEST (40%)

STUDENT S NAME: ________________________________________________ GRADE:
_________
GENERAL OBJECTIVE: to diagnost basic english students knowledge
Note: MAKE SURE YOU USE A BLACK OR BLUE INK PEN TO ANSWER THE
QUESTIONS IN THE FOLLOWING TEST!!!

I. ANALYZE EACH QUESTIONS CAREFULLY AND GIVE LONG, LOGICAL AND

CORRECT ANSWERS. (15 POINTS ).

1. How was your daily routine when you studied high school?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

________

2. Describe a difficult or funny situation you lived when you were a child.

________________________________________________________________

________________________________________________________________

________________________________________________________________

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________________________________________________________________

________________________________________________________________

________________________________________________________________

3. When you eat out, what do you usually eat? Why?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. What is your opinion about fast food?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

5. Describe what your favorite dish is and how prepare it.

________________________________________________________________

________________________________________________________________

________________________________________________________________

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 ________________________________________________________________

________________________________________________________________

________________________________________________________________

II. DIRECTIONS: UNDERLINE THE CORRECT ANSWER (10 points).

1. Mozart ___________ more than 600 pieces of music.

a. writes
b. wrote
c. writed
d. was wrote

2. We _______ David in town a few days ago.

a. did see
b. was saw
c. did saw
d. saw

3. It was cold, so I _____________ the window.

a. shut
b. was shut
c. am shut
d. shutted

4. I ___________ to the cinema three times last week.

a. was go
b. went
c. did go
d. goed

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5. What __________ you _________ last weekend?

a. were / do
b. did / did
c. did / do
d. do / did

6. The police ___________ me on my way home last night.

a. was stop
b. stopped
c. stops
d. stopping

7. The film wasn't very good. I _____________ it very much.

a. enjoyed
b. wasn't enjoy
c. didn't enjoyed
d. didn't enjoy

8. The bed was very uncomfortable. I ____________ sleep very well.

a. didn't
b. did
c. wasn't
d. not

9. The window was open and a bird ___________ into the room.

a. fly
b. flew
c. was flew
d. did fly

10. I __________ a lot of money yesterday. I __________ an expensive dress.

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 a. spend / buy
b. spent / buy
c. spent / bought
d. was spent / bought

III. DIRECTIONS: UNDERLINE THE CORRECT ANSWER IN THE FOLLOWING

SENTENCES. (10 POINTS).

1. My parents and I _________ my grandparents every Sunday.

a) are visiting b) visiting c) visit
2. This weekend we _________to Las Vegas. Im so excited!
a) go b) are going c) going
3. My parents went to London five years _______.
a) after b) ago c) last
4. ________ ride a motorcycle when you were eight years old?
a) Can you b) Could you c) Were you
5. ________ a lot of people in the museum last week.
a) There were b) They were c) There are
6. You can leave your car in my garage. Theres a lot of ________.
a) space b) area c) size
7. Theres a green car _________ my car. Whose is it?
a) between b) in front of c) under
8. Whose wallet is this? I found it on my desk this morning.
a) Its my. b) Its her. c) Its mine.
9. Bayron doesnt have ________ songs on his computer.

a) many b) a few c) any

10. I didnt like the chicken soup because theres _________ salt or pepper in
it.
a) some b) any c) no

IV. WRITE MEANINGFUL SENTENCES USING THE PATTERNS BELOW. (15

POINTS).

1. there are / noun / preposition / part of a house

_________________________________________________________________

2. Wh question / simple past / second person singular / season

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 _________________________________________________________________

3. third person singular / simple present / time expression

_________________________________________________________________

4. present progressive / third person plural / time expression

_________________________________________________________________

5. Yes - No question / simple past / second person singular / noun / time

expression

_________________________________________________________________

6. Wh- Word / second person sing. / simple past / verb (know) / object pronoun

_________________________________________________________________

7. Wh-word / simple past / verb (study) / high school

_________________________________________________________________

8. Int. form / 3rd person plu. / Verb (future idea) / party / day of the week

_________________________________________________________________

9. Name / s. present / love / verb (ing form) / adj (a drink) / time expression

_________________________________________________________________

10. Wh-word / adj / noun / structure of existence ( plural)/ class

_________________________________________________________________

V. READ THE FOLLOWING STORY. WRITE QUESTIONS AND PROVIDE LONG

AND FULL ANSWERS (15 POINTS).
HIP-HOP FASHIONS
Teenagers who listen to the same music often have common look. One hot style
in music and fashion is hip-hop. Hip-hop is a type of urban music with a heavy

9
beat. The lyrics are very important in this music. Hip-hop fashions are large or
loose-fitting street clothes.
The style includes baggy jeans, sweatshirts, hiking boots, and baseball caps
(usually worn backward). However, teens add other clothing items like flannel
shirts, jackets with sports logos, and athletic shoes. In the hip-hop style, boys and
girls dress the same.
African American kids in Detroit and Chicago first made hip-hop fashions popular;
they wore baggy street clothes to dance clubs. Then North American and
European bands also began wearing this style. These bands influenced one
anothers music and clothing. This mixture made hip-hop into an international
fashion sensation.
Hip-hop is now a teen fashion from Britain to Japan. Melanie Borrow of
Manchester, England, says, My pride and joy in life are my Levis jeans.

1. Who
____________________________________________________________
____________________________________________________________
2. Which
____________________________________________________________
___________________________________________________________?
3. What
____________________________________________________________
___________________________________________________________?
4. Where
____________________________________________________________
___________________________________________________________?
5. Who
____________________________________________________________
___________________________________________________________?
6. How
___________________________________________________________?

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 7. What
____________________________________________________________
___________________________________________________________?
8. Which
___________________________________________________________?
9. Where
____________________________________________________________
___________________________________________________________?
10. Who
____________________________________________________________
___________________________________________________________?

Source: Modified from UES (2016)

Procedural evaluation assessment

This evaluation consists in a continuous assessing process of the

systematically and continuous functioning of a school, program or teaching-learning
process taken place at a certain period to achieve the established objectives. This
helps o decide upon the process and it is based on the daily student process
observation and his or her attitude towards the learning process. You may use
formal and informal techniques at this point.

Example of a pop quiz

Pop quiz

DIRECTIONS: You have 15 minutes to prove your knowledge on the following

structures being developed during the course (progress test)

Example: His first name is Paul. Whats his first name?

His surname is Rogers. ___________?

Hes from Britain. ________________?

Hes a plumber____________________?

Hes 28_________________________?

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He likes playing football___________?

Yes hes married__________________?

38 Kensington High-street.__________?

At Drops & Co. ____________________?

Word order

Example: from where com do you? ----- Where do you come from?

Like do watching on I films TV not___________________________

Is a railway station here near there___________________________

Henry train goes work to by. ________________________________

I have can a coke please? ___________________________________

How books many do have you? _____________________________

Do what you in evenings the on do weekdays _____________________?

Some there students in the are classroom. ________________________

Really fish eating like do you___________________________________?

Any cars street on the green there are____________________________?

Are some there in fridge the eggs. _______________________________

Teacher in live London my wife his and_____________________________

At what usually you do do weekends_______________________________?

The who men in classroom our are________________________________?

Nelly come does where from______________________________________?

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Final evaluation assessment

This is done at the very end of a teaching learning process. It helps to obtain
enough data to observe and analyze students teaching learning evolution.

Example of Basic Intensive Basic English I final oral evaluation:

UNIVERSIDAD DE EL SALVADOR
FACULTAD MULTIDISCIPLINARIA DE OCCIDENTE
ENGLISH LANGUAGE DEPARTMENT
INTENSIVE BASIC ENGLISH 2016

BASIC ENGLISH FINAL ORAL EXAM MORNING (15%)

Directions: Ask the each student 3 or 4 questions. Give them time to answer and fill
in the criteria sheet according to the answers you receive.

1. What are the common things your family in the supermarket?

2. What kind of food do you like/dislike? Why?

3. Do you prefer to eat in a restaurant or at home? Why?

4. Do you enjoy spicy food? Explain

5. What is there in your city or town?

6. What is not there in your country?

7. Describe your room / classroom / house.

8. What is your favorite Ad and why?

9. How many students are there in your English class? Talk about the group.

10. How much money do you spend every day? Explain.

11. Imagine you are in the University. Can you give directions to The Stadium /
Metrocentro / The City Hall /

12. Where were you yesterday at his time? Explain what you did.

13. Was your mother / father a smart student in the school?

14. What did you do last vacations?

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 15. Talk about your childhood.

16. Did you surf the net the last weekend? Why?

17. What did you do yesterday? Explain.

18. Why did you decide to study this career?

19. What was your best holiday? Why?

20. Talk about the things you didnt do when you were a child.

Example of criteria sheet used to evaluate Intensive Basic English Final Oral
Interview

University of El Salvador
Western University Campus
English Language Department
Semester I 2016

CRITERIA TO EVALUATE INTENSIVE BASCI ENGLISH

FINAL ORAL INTERVIEWS

General Objective: To evaluate students communicative competence at this level

Students name: __________________________________________

Grade: _____________

CRITERIA 1 2 3 4 5 6 7 8 9 10
DELIVERY
1. POISE AND SELF-CONFIDENCE IN
DELIVERY.

2. USE OF PHYSICAL BEHAVIOR THAT

SUPPORTS THE MESSAGE,
INCLUDING APPROPRIATE EYE
CONTACT, FACIAL EXPRESSIONS,
AND GESTURES.

3. USE OF ARGUMENTS SUPPORTED BY

CAPTIVATING AND PERTINENT
EXAMPLES AND IDEAS.

SPEECH

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4. GRAMMAR IN DISCOURSE
(SUBJECT-VERB AGREEMENT, VERB
TENSE, PRONOUNS, ETC.).

5. ENUNCIATION (WORDS, SENTENCES,

SOUND)

6. VOICE PROJECTION

7. PRONUNCIATION AND
ARTICULATION OF SOUNDS

8. STUDENTS SPEED/RATE OF ORAL

COMMUNICATION

9. COMPREHENSION OF QUESTIONS

10. USE OF VAST VOCABULARY TO

EXPRESS IDEAS ARTICULATELY

TOTAL

Comments:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Source: Modified from UES (2016)

TYPES OF EVALUATION ASSESSMENT ACCORDING TO THE PARTICIPANTS

According to Lafuente (2010) there are three types of evaluations that go

alone according to the participants:

Heteroevaluation or externalevaluation also called auto and heteroevaluation

Coevaluation or a combination between internal and external evaluation
Autoevaluation which is don through an estimated scale (Amaya, 1998)

Heteroevaluation or externalevaluation

Heteroevaluation is an evaluation done from one person to another. Through

this manner, the persons who evaluate can be the teacher evaluating the students

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or the students evaluating each other. The majority of times it is the teacher who
evaluates. In other words, the students solve an exam carried out by the teacher.
However, it is important to plan auto and coevaluation in the process of the teaching-
learning development. Nevertheless, it is important to plan each single movement
of this type of assessment.

Example of heteroevaluation

Grade 1 2 3 4 5 6 7 8 9 10

Criteria
1.Begins and ends the
class on time
2. Turns in homework
on time
3. Pays attention in
class
4. Participates in
class activities
5.Attends class in a
normal basis
6.Is responsible
7.Is creative
8.Investigates by
himself
9.Assimilates the
content
10.Cooperates with
his/her classmates
Final average

Coevaluation

This is a type of observation carried out by students is done when the same
students observe their peers and take the role of the teacher and get the challenge
to evaluate their peers knowledge, abilities and competences. Knowing that they
must have had acquired already the same knowledge and skills to be assess. This
is feedback to students since they are in charge of their own assessment. It helps
to cheer them up to keep growing in their own learning process.

There are some pieces of advice that you might consider when doing this type
of assessment: Take into account if the student was always aware of his or her
homework. If he or she was communicative and actively participated in class. That
means that the students was suggesting ideas and sharing knowledge. Punctuality
also plays and important role to enrich his or her teams work. Another could be if
the students communicated him or herself in a clear, precise and polite manner with
his classmates accepting opinions that might go against his or her principles and
own reflexions, but suggesting his or her own ideas and group ideas. This is done
to analyze their development to improve their own learning.

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Example of coevalutation:

Frequency Percentage Name of students

always 10
sometimes 5 Miguel Adriana Pedro Edgar
never 0
Grade

Criteria

Punctuality to
each meeting
Creativity
Participation
Cooperation
Final average

Auto evaluation assessment

To auto evaluate yourself is a key process to judge your own goals towards
an assignment. This means to describe how and when you achieved that goal. This
process permits students to achieve knowledge in their teaching-learning process.
It should be leaned and practice for the students to become their own assessors. To
do this it is necessary to define the criteria to be used, to define the individual results
you are trying to achieve, to recollect evidence of your own behavior and to compare
this evidence with specific results. The grading scale may consist of approval or not
prepared at all. After this, the teacher may elaborate a plan to work on the
assignments to be approved (UAM, 2016).

Example of an auto evaluation

Students name
Criteria
I do my homework I I respect and I manage the I manage the I understand Final average
assignment participate tolerate my oral English written ability and speak
in class classmates ability English
outside the
class
2 points 3 points 4 points 6 points 3 points 2 points

Holistic evaluation assessment

This evaluation assessment globalizes the students teaching-learning

process as a whole. It takes into account his or her motor, psychomotor,
psychosocial and affective skills and competences. It also takes into account not
only the intellectual aspects but also how the student must be evaluated and assess.
Students must be consider as intellectual persons and not a machines move for a
command.

There must exist and open communication among students and teachers to
carry out and holistic evaluation assessment. Here students daily work ,

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responsibility, listening skill, solidarity with his peers, argumentation capacity, solving
problems skills, his or her enthusiasm and persistence that go alone with his or her
previous ideas that the teacher should refresh are being appreciated. It is also called
integral evaluation assessment (Figuerman, 2016).

When the teacher works with the same group all the time it is easier to do this
type of assessment; however, this is not an excuse to apply it with courses where
the teacher only passes a few hours with his or her students. Do not limit yourself as
a teacher to traditional evaluation you can also assess your students pretty well
using the holistic evaluation assessment.

Example of a holistic evaluation

Students
name
Grade 1 2 3 4 5 6 7 8 9 10

Criteria
Students daily
work
Responsibility
Listening skill
Solidarity with
peers
Argumentation
capacity
Solving
problems skills
enthusiasm
and
persistence

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 REFERENCE
Amaya, D. D. (1998). Evaluacion de los aprendizajes. Santa Ana: Corporacion
BGB.
Figuerman, H. (8 de September de 2016). Evaluacion Holistica. Obtenido de
Evaluacion Holistica:
http://education.laguia2000.com/evaluacion/evaluacion-holistica
Fundacion Instituto del Ciencias del Hombre. (n.d.). La Evaluacion Educativa:
Conceptos, Funciones y Tipos. Obtenido de La Evaluacion Educativa:
Conceptos, Funciones y Tipos: JORNADA VESPERTINA
ITS, S. T. (4 de November de 2014). Differences between Testing, Assessment,
and Evaluation. Obtenido de Differences between Testing, Assessment, and
Evaluation: http://tutorials.istudy.psu.edu/testing/testing2.html
itslearning. (2015). Criteria-based assessment. Obtenido de Criteria-based
assessment: https://files.itslearning.com/help/en-
gb/content/courses/criteria_based_assessment.htm?
Lafuente, E. (6 de February de 2010). Autoevaluacion, Coevaluacion y
Heteroevaluacion. Obtenido de Autoevaluacion, Coevaluacion y
Heteroevaluacion:
http://evaluacionedu05707.blogspot.com/2010/02/autoevaluacion-
coevaluacion-y.html
UAM, M. (8 de September de 2016). Autoevaluacion, Obtenido de
Evaluacion/Instrumento Centrado en el Alumno. Obtenido de
Autoevaluacion, Obtenido de Evaluacion/Instrumento Centrado en el
Alumno: http://hadoc.azc.uam.mx/evaluacion/autoevaluacion.htm
Universidad Peruana Cayetano Herrera. (March de 2011). Facculo Evaluacion de
los Aprendizajes. Obtenido de Facculo Evaluacion de los Aprendizajes:
http://www.mec.gov.pv./cms/adjunots/4935

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